建立工程數學認知後進行雲端驗證與即時反饋的教學實踐研究

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Title:	建立工程數學認知後進行雲端驗證與即時反饋的教學實踐研究
Authors:	Chi-Kuang, Hwang
Contributors:	108學年度
Keywords:	建立認知、即時反饋、驗證性翻轉教學、動態補救教學、熟練學習 Cognition establishment, immediate feedback, flipping class with verification of preparing lesson, dynamic remedial teaching, mastery learning.
Date:	109-09-30
Issue Date:	2020-10-08 10:18:45 (UTC+8)
Abstract:	本計畫藉由小學算術「加減乘除」四階段學習的比喻，建立認知工程數學的定位。設計全面性的小題式簡單係數教材，以「同題型上課教材、作業及考試」降低學生學習困擾。翻轉教室透過YouTube影片的預習效果，搭配課堂Matlab雲端計算的做中學，提升學生主動參與意願。即時反饋是結合IRS、Line與每位學生課堂重點面試，為調整補救教學主題的依據，達到多數學生不放棄的班級經營。本計畫執行後成效為，(1) 8成學生能夠瞭解或敘述解題過程，學習成效較佳。(2)配合同題型不同係數開卷考試，約有6成學生通過，學習成效普通。(3)配合同題型同係數考試，約5成學生通過，學習成效不理想。分析其原因為，(1)學生雖能瞭解解題過程，常因計算錯誤，無法推導計算完成。(2)學生雖知經由多種解法可推導出相同答案，常因不熟練，致無法在時間內偵錯。(3)因少子化加大本系學生程度的差距，需調整既有的「補救教學」才能改善學習成效。今年度針對上述熟練學習，於非授課時程進行新教學實踐研究：(1)驗證性的翻轉教學：學生每看一小題吸收後，自己錄製講解那一小題，放至YouTube頻道來證明其預習與熟練。(2)動態性的補救教學：鼓勵隨時參與小題筆測。(3)複習與除錯功能小補考：學生將小題筆試的答案卷拍照攜回演練並提出補考。 This teaching practice project (TPP) based on the add-subtract-multiply-divide four-learning-stage in the elementary school to let students to realize what is the stage of Engineering Mathematics (EM). Integrate the class, homework, and exams as the same teaching materials which are fully covered sub-problems with simply coefficients to reduce the difficulty of learning EM. Flipping class with YouTube films can assist student to preview the materials. Cloud calculation bade on Matlab is the learning-by-doing approach to promote the active participation of students in EM. In order to achieve the "Most don't give up" class management, the immediate feedback of IRS, Line, as well as oral verifications of class materials by students can use to adjust the subjects of remedial teaching. There are three results after implementing the TPP. (1) It is a good result that around 80% of students can understand and oral illustration of the solving procedure of class materials. (2) It is a fair result that around 60% of students can pass the open-book test based on the same teaching materials with new coefficients. (3) It is a non-good result that only 50% of students can pass the close-book test with the same teaching materials. There are three reasons can be found after analysis. (1) The error of calculation of students always play an important role to reduce the completion of solving problems even though they know the solving procedure. (2) Many approaches to solve the same problem should result in the same answer, but most students cannot debug in time due to non-proficiency. (3) Due to declining birthrate, the gap between students in our department has increased, so the original remedial teaching should also be adjusted to reduce the gap for improving their learning efficiency. A new TPP has been proposed this coming academic year to achieve the mastery learning during the non-class period. (1) Flipping class with verification of student preparing lesson: After previewing each sub-problem film, then students can record their own illustration of solving procedure and upload it to YouTube for verification of their preparation lesson and understanding of the sub-problem. (2) Dynamic remedial teaching: Encourage students to attend sub-problem written test after understanding the sub-problem. (3) Make-up test with reviewing and debugging ability: Students can photo their answer sheet of the sub-problem written test, and request the make-up test after reviewing and debugging of photos of answer sheet.
Appears in Collections:	[108學年度] 工程

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