工業教育學系

Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/81

系所簡介

　　

中華民國政府遷台後，鑑於當時尚無正式之工業職業師資培育機構，乃在美國國際合作總署之資助下，於民國42年由當時的台灣省立師範學院（國立台灣師範大學前身）設立工業教育學系，從事培育工業職業學校師資及中等學校工藝教師之工作，為台灣第一所正式之技職教育師資培育機構。

　　

民國65年8月，本系成立研究所碩士班；民國81年8月，成立博士班，為我國第一所成立之工業教育博士班，不僅為本系發展之重要里程碑，亦是我國工業教育發展之大事紀。

　　

本系培育多元工業教育師資，為求學術專業發展與研究精進，本系各組陸續獨立發展成專業系所。工技組於民國71年獨立成立工藝學系，民國85年圖文傳播組成立圖文傳播學系。民國91年本系機械組機械、鑄造、製圖、板金等四個專長轉型成立機電科技研究所，並於93年更名為機電科技學系。民國93年電機電子組成立應用電子科技研究所，並於96年成立應用電子科技學系。

　　

本系目前設有學士班，培育技術型高中之動力機械群與電機與電子群師資；碩士班設有技職教育、能源應用、車輛技術及科技應用管理四個教學分組；博士班以提供技職教育組課程為主；在職專班著重於培養技職教育行政及科技管理應用專才。

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系所網址：http://www.ie.ntnu.edu.tw/

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Subject: search.filters.subject.Inquiry-based teaching

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    探究式教學應用於高職電機科專題製作課程
    (2019) 吳承倫; Wu, Chen-Lun
    本研究旨在探討探究式教學運用於高職電機科專題製作課程中，運用探究式教學對學生學習態度之影響。本研究採用等組前後測準實驗設計，分為實驗組（A組18人）與控制組（B組18人），實驗過程一年，兩組皆實施前、後測，其目的是為了瞭解實驗組與控制組，施以探究式教學和講述教學後，以學習態度問卷統計，經SPSS分析前、後之間的差異，檢視兩組是否有顯著的提升學習態度。質性研究方面，是將實務工作者在專題製作課程中所遭遇的問題進行研究。以研究者本身在實務工作場域上所遇見的問題，研擬解決方案途徑與策略，從旁協助學生完成專題製作。結論如下： 一、實施探究式教學於專題製作之遭遇問題與因應策略包括： （一）增修APP學習單的內容與設計，提升學生自我探究的能力。 （二）調整小組報告方法，並增加學生討論的機會。 （三）強調手機使用規範與透過小組約束，共同維護學習秩序。 二、經過實驗教學後，接受探究式教學實驗的學生學習態度顯著高於控制組。
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    The effectiveness of inquiry-based learning by scaffolding students to ask “5 why” questions
    (2007-05-01) Lu, C. C; Hong, J. C; Tseng Y. C.
    This study aims to research on the effectiveness of inquiry-based learning from Scaffolding theory by self-made bread course. The Inquiry-based learning puts more emphasis on scaffolding learners to ask “5 Why” questions step by step during the process of making bread, therefore we developed “the fragrance of crystal bread” as a teaching module by blending approach involving 4 activities such as 1.rearching on the origin of bread, 2.visiting the instructional resource center of the bakehouse by making bread from using frozen dough, 3.making bread from using powder, 4.demonstrating the self-made bread. Qusai-Experimental Study was used in this study. Two groups of students from the fourth grade in the same school were selected. The experimental group received Inquirybased teaching by the teacher to scaffold them to ask “5 Why” questions; the control group was taught via the Didactic Instruction Method by encouraging asking questions in 20 classes. After the course, a learning achievement test and Inquiry-based learning examination were used in the experiment to assess the students’ proficiency in both treatments. The results were summarized as follows: In terms of learning achievement test, no significant differences were found. Both groups got good grades. But the experimental group had significant superior performances than the other group on inquiry-learning. They can specify their problems to think how to solve the problem constantly according to the details while making bread and apply all the skills learnt from bakehouse, especially in controlling the time of fermenting dough by kneading, how to stuff bread properly, how to control the oven and making different shapes of self-made bread.