高職學生問題導向知識移轉平台之功能評估研究

A Study of Function of PBL-Knowledge Transfer Web Platform for Vocational High Students

10.29495/CITE.200707.0240

劉志國；羅希哲；鄭淑菁

問題導向學習 ； 知識移轉 ； 網路平台 ； 高職 ； Problem Based Learning ； Knowledge Transfer ； Web Platform ； Vocational High Schoo

科技教育課程改革與發展學術研討會論文集

2006期（2007 / 07 / 01）

240 - 246

繁體中文

本研究方法採焦點團體討論法與實驗研究法進行，分別探討高職學生應用網路化問題導向平台的學習策略、平台建構功能、以及測試的成效。焦點訪談的研究對象由6位資深的高職之教師、校長、與學者專家所組成，而實驗研究的對象則為某市立高工機械科的35位學生。研究工具於焦點訪談部份為自編之「網路化問題導向學習策略之焦點團體訪談大綱」，在訪談的過程採全程錄音與錄影方式訪談結束後儘速反覆聆聽訪談錄音帶，完成相關逐字稿。實驗研究部份則包括網路問題導向「創意產品3D設計製造學習系統」之測試題項與解決方案。資料分析與處理則採質性分析與運用SPSS 10之相關統計方法，最後可歸納研究結論包括：(1)高職學生應用網路化問題導向的學習策略包含建構網路平台、區域性競賽、課程設計等，其中學校知識網站之建置尤其重要；(2)由XOOPS系統所建構網路化問題導向平台應提供充份之知識內容，並可將教學檔案製成影像檔，讓學生易於瀏覽，同時有線上討論、動態連結、即時通訊等知識轉移與分享的功能；(3)問題導向知識移轉平台經實驗後，發現有助於學生知識的移轉與交流。可增進問題的發現、資料的搜集、解決方案的規劃評估、與實際問題的解決。

Purpose of this research was to explore the learning strategies, the robust functions, and the testing results of problem-based learning (PBL) knowledge transfer web platform applied by the vocational students. The ”focus group interview” and ”experimental study” were adopted as research methods in this study. The subjects of focus group interview were 6 vocational teachers, principals and scholars. And the samples of experimental study were 35 mechanical students of vocational high school. A semi-constructed survey was discussed in the focus group interview meeting with entire video and tape-recording. After interviewing, the transcription of recording tape and the related manuscript were conducted word by word. In the experimental study, the project of 3D products design and network application was conducted. SPSS 10.0 was applied to do the data analysis and statistical report. The conclusions of this study including: (1) the strategies of PBL for vocational high students to apply in the internet included the set up of web platform, group competition, and curriculum design. The most priority was to develop a knowledge transfer web platform. (2) The PBL-knowledge transfer web platform was promoted to be constructed by XOOPS system which was able to supply the sufficient knowledge students need. And functions such as teaching videos stored and playing, discussion board, dynamical linkage, real time communication, knowledge transferring and sharing, and easily browsing were all considered to setup. (3) It was found that the PBL knowledge transfer web platform was helpful for students to solve problems, to collect data efficiently, to find problem easily, to design and evaluate the project effectively, and to transfer and share knowledge after the experimental design was conducted.