建議 - 結論與建議 - 模組教具對不同學習風格學生的工程概念學習成效影響之研究

第五章結論與建議

第二節建議

根據研究過程及研究結果所發現的問題，本研究提出以下建議，作為在教育應用及未來研究上的參考。

一、教學應用

模組教具應用可幫助學生學習工程概念，教師在教學中可以使用模組教具，因此，建議在未來的生活科技課程中，可以逐年增購相關工程概念的教具，以滿足工程概念教學需求，讓學生在動手操作中學習工程概念。

擴散型學生的工程概念學習成效為最好，對於教師在設計教學單元時，可針對擴散型學生喜歡腦力激盪的特性，進行分組討論，激發學生的工程概念思考能力。

模組教具應用對調適型學生的工程概念學習成效表現較好。倘若教師在安排教學活動時，可以運用模組教具教學及加強學生的具體經驗等學習活動，並了解學生的學習風格，能提升學生的工程概念學習成效。

在教學過程中，教師應記錄學生學習歷程，以作為工程概念教學改進的依據。

然而，這項研究結果還表明，為了更好地開發這些工程的概念，有特殊需要的地方。例如，現有的和職前的科技教育教師需要能夠更好地發展和教導，教學重點應在工程的設計概念。從歷史上看，科技教育主

要集中於程序性知識通過實踐活動，主要側重於文物。為了整合工程的概念在科技教育，科技教育教師教學需要發展的技能，包括更多的精力放在概念上的知識和過程參與工程設計，其中包括數學和科學知識的應用能力。

二、模組教具的研發

國內需要模組教具的研發，研發重點在於發展完善的課程、活動和目標評估及工程設計概念。本研究開發的教學和活動，似乎已經做了充分的工作教導相關工程概念給學生。在未來的研究方面，課程開發，模組教具專業發展對於工程概念的教導有著重要的意義，研究對象可擴大至國中小或大學、研究所，完整的模組教具應用研發有助於學生工程概念的學習。

ણ҂͛ᚥ!

一、中文部分

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屏東縣。

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高雄市。

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25（12），2-9。

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國立教育資料館(無日期)。經驗金字塔。2012年6月21日，取自 http://3d.nioerar.edu.tw/2d/av/lesson/lesson_0301.asp 黃馨慧（2007）。利用不同媒體教學對不同學習風格的國一學生學習成

就。國立彰化師範大學生物研究所碩士論文，未出版，彰化市。

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蔡淑薇（2003）。高中職學生學習風格、自我調整學習與學業成就之關係。彰化師範大學輔導與諮商系碩士論文，未出版，彰化縣。

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師大新聞。2012年8月6日，取自

http://pr.ntnu.edu.tw/news/index.php?mode=data&id=1910&keywords=

3/10公關室羅皓恩報導

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壹、齒輪原理

動力必須依靠傳動的裝置完成工作，人類設計了許多種類的機械裝置來傳動動力，把力由一處傳到另一處作功。機械裝置都是由簡單的機械組合而成。包括槓桿、

齒輪、皮帶、轉輪、凸輪、曲柄和彈簧……等，它們常互相連成複雜的裝置。

1.認識齒輪:

!

2.齒輪是為了傳遞旋轉力的重要傳動零件。齒輪的三大功能為：

(1)傳達動力：齒輪藉著嚙合的輪齒，將動力由原(主) 動齒輪傳到從(被)動齒輪，例如：汽機車、工具機

在文檔中模組教具對不同學習風格學生的工程概念學習成效影響之研究 (頁 101-140)

建議

第五章 結論與建議

第二節 建議