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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/4614


    Title: 工科研究生的學習樣貌—一個情境學習的觀點;The Characteristics of Engineering Graduate Students’ Learning at a Laboratory – A Situated Approach
    Authors: 劉美君;Mei-chun Liu
    Contributors: 學習與教學研究所
    Keywords: 工科研究生;情境學習;實踐社群;問題解決;實驗室研究;engineering graduate program;Graduate study;community of practice;problem –solving;situated learning
    Date: 2007-06-15
    Issue Date: 2009-09-22 09:28:28 (UTC+8)
    Publisher: 國立中央大學圖書館
    Abstract: 本文是一文學院研究生進入一工科實驗室,以「情境學習」的觀點出發,去看工科研究生們學什麼、怎麼學、以及如何能在這間實驗室裡成為一個夠格的研究生。 本文採用民族誌作為探究方法,藉由實驗室生活的浸淫,去深入描繪工科研究生的學習。 在實驗室實踐社群中,工科研究生的學習資源除了指導教授之外,學長在實驗室中以他們的專業神采引發學弟依循,同學或學弟也都可能因為解決各種問題的經驗,而能成為討論的對象,整個實驗室呈現一種分散式社群的學習環境。更特別的是,學生也不是位處邊緣的「學徒」位置,而是這個場子裡的一個重要主體,有許多獨當一面的嘗試機會助長學習。 實驗室老師除了安排了猶如「天梯」般的種種階段式訓練與教學課程,更用「道場」的方式經營著實驗室,塑造一種讓研究生投注在自行發展學習課程以承接老師的教學課程的氛圍,最終獲得成為成熟之工程師的核心能力與熱情。 The purpose of this study is to investigate the characteristics of engineering graduate students’ learning from the point view of situated learning. In particular, it explores what they learn, how they learn, how the knowledge gets disseminated, and how could they evolve into qualified engineers. Ethnographical approach was applied to explore and analyze the daily practice of a particular lab in the School of Engineering. Three distinctive characteristics were uncovered. First, the learning resources of their graduate students are provided not only vertically from their professors, but also horizontally from their lab peers. Expertise facilitating learning resources may reside in not only more senior students but also junior students who might possess particular task experiences others don’t. Therefore, the learning resources in the lab are widely scattered among members of variant problem solving experiences. Second, hence, its first year graduate students, by no means, are situated in the peripheral of their community. Instead, they are given opportunities to take on vital roles. They are expected to volunteer for challenges, and, therefore, to hold possession of legitimate topics to interact with knowledge expertise and the chances to mature through their autonomy and self consciousness in project works. Third, a tier system, as if a ladder leading to heaven, was developed to bring up the professional knowledge, skills, and the metal process capabilities of problem solving and trial-error debugging in the students. The professors run the lab like a martial-art-studio where the students strive to succeed to the teaching practice of the teachers to pass along their hearty experiences of cognition and awareness to their descendants. In the way, they become aware of their maturity in both professional expertise as well as enthusiasm so that they deem the years long learning worthwhile.
    Appears in Collections:[學習與教學研究所 ] 博碩士論文

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