自動控制技能領域電工實習素養導向教學命題初探

A Preliminary Study on the Competency-based Teaching Propositions of Electrician Practice in the Automatic Control Skills Field

在全球化浪潮衝擊及新興科技更迭週期縮短的影響下，傳統教學方式所能適切協助學生面對外來的需求，以及符應全球化的期待，已經面臨嚴峻的挑戰。十二年國民基本教育職業群科課程綱要，自 108 學年度起入學新生正式實施素養導向教學設計與評量。本研究試從電機與電子群自動控制技能領域之電工實習，針對電動機控制及光學控制等單元，探討素養導向教學命題示例。本素養導向教學命題的參考架構，包含四個部分：1.援引電工實習主題單元之素養導向教學命題示例；2.考察學生整合運用知識、技能與態度來處理生活情境的問題；3.了解學生能夠融會貫通，善用不同領域或跨學科所學來處理一個主題中的相關問題；4.素養導向學習評量傾向於以較長題幹或題組的方式來命題，本研究聚焦以選擇題評量學生統整、歸納、說明、分析的重要核心能力。

Under the impact of globalization and the shortening of the ever-changing cycle of technology, traditional teaching methods which help students face external demands and meet the expectations of globalization have already faced severe challenges. Syllabus of vocational curriculum of twelve-year of national basic education have implemented the competency-based teaching design and evaluation formally for freshmen since the 108th school year. This research attempts to explore examples of competency-based teaching propositions from the electrician practice of automatic control skills field in the Electrical Engineering and Electronic Engineering Group, targeting electrical machinery control and optical control units. The reference framework of this competency-based teaching proposition consists of four parts: 1. Citing examples of competency-based teaching propositions in the theme unit of electrician practice; 2. Investigating students' integrated use of knowledge, skills and attitudes to deal with problems in life situations; 3. Understanding students ‘ability not only to integrate what they have learned in different fields but also to deal with issue-related problems; 4. Although competency-based teaching assessment tends to use longer question stems or question groups to make questions, this research focuses on multiple choice questions to measure the important core abilities of students to integrate, summarize, explain, and analyze.