| 摘要: | 傳統工程教育大多以灌輸基礎學理和專業知識的方式，忽略實作重要性及主動學習探究與反思過程， 無法培養學生多元的能力等，造成未來在相關領域就業上有明顯的學用落差現象。目前資電工程教育 教學情境中，還是以單一課程的教導方式居多，因此很難培養學生養成學用合一的能力。而且在資電 工程領域的學生，容易缺乏以人文社會導向出發的創新、創意、與創業思維素養，因此將資電領域工 程教育融入跨領域的教學策略，格外顯示其重要性。透過讓學生從跨領域的實作學習，訓練出兼具專 業知識能力及實務應用技能，及連結不同領域素養的思維特質，以達到學用合一的人才培育訓練及發 展多元量化與質化的學習成效。因此，本三年期整合型計畫整合了三個子計畫以達成整體計畫之目 標，以CDIO 工程教育架構與Capstone 實作課程設計並結合翻轉教學策略，融入資電工程教育課程（包 含由資工系、電機系、及通訊系所開設的巨量資料分析學程、創意與創業學程、創意學習、與無線網 路專題）之課程模組設計、進行學用合一的跨領域課程實施、並以學生學習成效導向進行多元化評估。 藉由整合本校資電學院各系所（資工系、電機系、通訊系、網學所、學習科技研究中心）及文學院學 習所的合作機制，以資電學院所有科系之大學生為跨領域資電工程教育人材培育實施之研究對象。本 整合型計畫之重要性在於整合課程模組設計、課程實施、與學習成效評估之完整的機制，預期將發展 可用於跨領域資電工程教育的課程設計與評量方法。 ;The conventional engineering education is typically instructed by inculcating basic understanding and professional knowledge, but ignored the importance of implementation, active learning, and reflection to cultivate students’ multiple abilities. As a result, a phenomenon of a noticeable gap of knowledge-action integration has been observed regarding the relevant employment in the future. As the recent instruction of electrical and information engineering education, it mainly focuses on single course teaching, which is not easy to develop the knowledge-action integration abilities for students. Particularly, to those students in the field of electrical and information engineering, who tend to be lacking of humanities and social sciences oriented accomplishment of creativity, originality, and pioneering works. Consequently, it is essentially vital to incorporate interdisciplinary teaching strategies into electrical and information engineering education. More precisely, students will be able to not only obtain the abilities of professional knowledge and implementation skills but also connect with various accomplishments of different fields to achieve the personnel development of the knowledge-action integration and build up multiple qualitative and quantitative learning outcomes. Therefore, this three-year integrated project integrates three sub-projects to accomplish the objectives of the main project. The CDIO framework and capstone courses structures with flipped classroom strategies are utilized to engage with the course modules of the electrical and information engineering education (including department of computer science & information engineering, department of electrical engineering, and department of communication engineering with the courses of big data analysis program, creativity and entrepreneurship program, creative learning, and wireless network project) to build up an interdisciplinary learning mechanism by knowledge-action integration course implementation. Furthermore, an orientation of student learning outcomes is taken as a means for multiple learning assessments. With regard to the integration of the collaborated mechanism between the college of electrical engineering and computer science (including department of computer science & information engineering, department of electrical engineering, and department of communication engineering, graduate institute of network learning technology, and research center for science and technology for learning) and the college of liberal arts (including graduate institute of learning and instruction), all students in the college of electrical engineering and computer science are recruited as the research participants for this project. The significance of the current integrated project lines in incorporating a learning mechanism of course modules design, implementation, and assessment, which to expect a course design and assessment method in electrical and information engineering education. |
