| dc.description.abstract | The purpose of this research is to study the three cycles of Interest-Driven Creator Theory through teacher action,focus on teaching methods （telling,questioning, demonstration, collaborative teaching methods）, supplemented by technology （Workforce Development Digital Service Platform） and practicing the theoretical basis of Interest-Driven Creator , In order to guide students to create interestingly and habitually, in order to cultivate students to become life-long creators. Through the National Skills Competition-Information Network Cabling of the previous test questions, after the special production and innovative publication, to cultivate the creative energy of students to possess L4C ability（Lifelong learning habit、Complex problem solving ability、Collaboration & communication ability、Critical thinking & reflection、Creativity & imagination）.
Participants of the study are 58 participants in the network installation application class of Taishan Vocational Training Center in Taishan District, New Taipei City. There are 3 classes in total. The training status of trainees includes general status, involuntary resignation, middle and senior age 45 years old, retired officers and soldiers, mental and physical disabilities, etc. The researcher is the tutor of the class. The research lasted for 3 years （108~110 years）. In the research process, researchers will conduct teacher action research on each IDC teaching implementation process and post-teaching reflection, and carry out data analysis. In order to review the IDC teaching activity design （interest circle, creation circle and habit circle） and self-reflection and review of teaching practice based on the Level B technician for network installation teaching, and use this as the design and teaching implementation for the next cycle of IDC teaching activities, it also illustrates the change in the growth of the researcher, before and after each cycle of IDC teaching activities. After the completion of the three levels of IDC teaching activities for teacher action research, through the researcher’s reflection at each level, the professional growth of teachers, the training of students to become life-long creators, and the training of students to have L4C core capabilities to help students go employment can help. | en_US |