工作圖閱讀與理解歷程之研究

Abstract

摘 要 本研究主要目的在探討工作圖閱讀與理解歷程，以及先前知識和工作圖圖形結構具體化程度對受試者在閱讀急回機構工作圖時的影響，同時也探討受試者參照不同的圖形結構具體化工作圖對認知負荷的影響。 本研究對象為技術學院自動化控制工程學系四技一年級學生。利用2×2變異數分析考驗工作圖解題歷程與結果。並抽取16位受試者進行急回機構工作圖有聲思考與深度訪談。 經過資料分析，歸結本研究的結論條列如下： 一、增加工作圖圖形結構之具體化可促進學習者理解工作圖內在涵義。 二、先前知識與工作圖圖形結構具體化程度只對工作圖「圖形結構情境」產生交互作用。 三、多重、參照工作圖之讀圖，對低先前知識者並未產生分心效果。 四、分離之高具體化圖形之工作圖，對高先前知識者未產生累贅效果。 五、具備主動件與從動件概念的受試者，並不代表具有完整的動力傳遞觀念。且因缺乏主動性之自我監控的能力，需藉助外在訊息修正錯誤行為。 六、加工的概念建立在使用刀具對物體進行除料；圖形具體化程度對平面加工不具參照功用。 七、高圖形結構具體化對配合概念形成優於低圖形結構具體化，其中又以參照動畫效果最佳，參照3D系統圖最差；具有高可見性的零件較隱藏性零件更容易被理解出配合程度。 八、受試者在解題過程大多數以閱讀2D組合圖為主，甚少參照2D零件圖，通常由組合圖中將零件間「組合」視為配合。 九、在急回機構工作圖閱讀與理解歷程所形成之迷思概念如下： （ㄧ）視可動件為主動件的迷思概念 （二）將串聯零件視為牽動運動的迷思概念 （三）將組合視為配合的迷思概念 （四）不可視零件就沒有配合的迷思概念 （五）皮帶輪圖像參照推論的迷思概念 研究透過量化與質化的資料蒐集、分析、討論、及研究發現與結論，提出關於工作圖教學與教材設計和對未來研究的建議。

Abstract The purposes of this study were aimed to explore the learners’ reading and comprehending process about working drawing and to realize the possible effects of prior knowledge and the concrete degree of figure composition on the objects when they read the quick-return mechanism working drawing. Moreover, the research approach also focused on the investigation of the possible effects of the objects’ referring to the various concretion degrees of the working drawing structures on their cognition load. The objects were selected from the first graders of the four-year program in a technological institute with a major in Automatic Control Engineering. By 2×2 variance analysis, the researcher examined the problem-solving process of working drawings and the results. Furthermore, sixteen objects were randomly selected for sampling from all those who were engaged in the problem solving for the quick-return mechanism working drawings by the in-depth interview and thinking aloud method. Major findings of the research were concluded as follows: 1. The more concrete the working drawing structures presented the better the learners could realize the internal implications of the working drawings. 2. The prior knowledge and the concrete degree of the working drawing structures held interactive relationship with the “drawing situation” of these working drawing. 3. Either multiple or referring to working drawings showed no effects on the split-attention of those objects with low prior working drawing knowledge. 4. The working drawings with separated but highly concrete degree caused no effects on the redundancy of those objects with high level of the prior working drawing knowledge. 5. Those objects who possessed the concept of driver and follower motion performed no concepts of impetus transmission. They also needed external information to modify the errors occurred because of the lack of self-monitored abilities. 6. The concept of processing was constructed for the cutting by machine tools. The concrete degree of the drawing composition generated no functional reference fro plane processing. 7. The higher concrete degree of the drawing composition performed better fit to the conceptual formation than that of lower one. Among these, the effect of referring to 3D-Animation resulted in the best performance, while referring to 3D-System Drawing was the worst. The highly visible parts were easily observed and obtained better coordination with the concepts of symbolic schemas than those vague ones. 8. Throughout the problem solving process, the objects seldom referred to 2D Part Drawings, while 2D Assembly Drawing did. The way of the parts combination with the assembly drawing was regarded as fit. 9. The mis-concepts formed by the process of reading and comprehending the quick-returning mechanism working drawings was indicated as the following: (1) The mis-concept to regard the movable parts as the active parts (2) The mis-concept to regard the combination parts as the tugging movable parts (3) The mis-concept to regard combination as fit (4) The mis-concept to regard invisible parts as the ones of no fit (5) The mis-concept for referring ratiocination of pulley wheel figure According to the research purposes and conclusion, the researcher then proposed suggestions for instruction and teaching material design as well as further study in the future.