三階段專題式專業服務學習之工程材料領域教學模式探討

Learning Effectiveness of Engineering Materials Course in a Three-Stage, ProjectBased Professional Service Learning Model

為消弭學生對環境無感症，提升學生實作成就感受及加強場域使用者認同感，筆者嘗試發展出一套三階段專題式專業服務學習授課模式（以下簡稱本模式），本文係為應用本模式於國立高雄科技大學營建工程系106—1學期課程「生態工程材料」教學成效之探討分析。透過此次教學多元評量觀察，可顯示經由翻轉教學習得之專業知識、透過專題導向解決引導及服務學習中與場域人物接觸互動等過程，所獲致之具體學習成果（包括改善方案、教案及入班試教等）及回饋省思紀錄（包括學習成就感、行動力提升及課程建議等），可證明本模式確實達成預定之教學目標。

To eliminate students' insensitivity to the environment, improve their sense of achievement, and strengthen the sense of user recognition in the field, the author attempted to develop a three-stage, project-based professional service learning model (hereinafter referred to as ''this model''). This paper explores the teaching effectiveness of the ''Materials for Ecological Engineering'' course offered in the 106-1 semester at the National Kaohsiung University of Science and Technology (NKUST). Based on the observation of the multi-teaching approach of this model, which includes the acquisition of professional knowledge through flipped classroom, projectbased solving guidance, and interaction with field characters in professional service learning, and the analysis of the specific learning results (including improvement plans, lesson plans, and classroom teaching), and feedback records (including the sense of learning achievement, improvement of mobility, and curriculum suggestions), it can be concluded that this model has indeed achieved the intended teaching goals.