Diagnosing Learning Performance in the Ceramic Craft Education Based on Knowledge Management Model

以知識管理模式診斷陶藝教學之學習成效

10.6902/JNTUST.202012_7(2).0006

徐子雲(Tzu-Yun Hsu)

Ceramic craft ； learning diagnosis ； learning performance ； knowledge management ； 陶藝教學 ； 學習診斷 ； 學習成效 ； 知識管理

中科大學報

7卷2期（2020 / 12 / 01）

105 - 126

英文

Traditional craft education greatly relies on the demonstration of specific techniques by the instructor in the classroom or workshop to transmit knowledge of craft skills and processes. However, this instructor-student relationship of distributing craft knowledge decreases the learning effectiveness, especially which with a large number of students, for lack of systematic knowledge retrieval and sharing mechanism. This study first developed and implemented a knowledge management model to deal with flipped learning environment and learning diagnosis of a ceramic craft class. Eight voluntary students from a central Taiwan university were invited to participate in this study to examine the teaching preparation, flipped learning activity, and learning performance evaluation based on the proposed model. Two experiments were arranged to reflect various teaching scenarios with different learning types and teaching modes embedded in learning behavior and teaching pedagogy respectively and integrated into the flipped craft learning classroom. This study proposed an approach of learning diagnosis in terms of students' learning style, skill comprehension, and self-evaluation based on their repetitive craft practices. This study also collected students' feedback on what they had learned through the semi-structured interview method, and discussed the influence on different teaching strategies concerned with learning type and teaching mode. The results showed that (a) learning diagnosis arranged in student's learning cycle could help instructors to adjust their craft teaching strategy; (b) students could improve their craft learning performance through knowledge sharing. The practical implementation of diagnosing students' craft learning and adaptive teaching strategy were discussed in this study.

傳統的工藝教學多數經由教師在教室或工坊中，以親自示範技藝手法或流程，將工藝知識傳遞給學生。然而，此種教師與學生的講授關係，尤其在學生人數眾多的工藝教學時，因為缺乏系統性的知識擷取、分享與精煉，大幅降低了學習成效。本研究首先發展並實踐一個知識管理模式，應用於陶藝教學課程，模式中包含翻轉學習環境及學習診斷。本研究中邀請台灣中部某大學的學生自願參與陶藝學習診斷的實驗及比較，並探討以此知識管理模式進行教學準備、翻轉學習活動及學習成效評估的方法。本研究並設置兩個教學實驗以模擬不同的教學模式與學習樣態，並將其融入於翻轉工藝教學環境中。本研究聚焦於發展並實驗一套針對學生在學習工藝、重複練習的過程中，依其學習樣態、技藝的理解程度及自我評量來診斷學習；此學習診斷分別以個別學習與集體學習方式呈現不同的學習及分享情境。本研究亦透過學生學習、實作後的訪談，分析其學習歷程與教學目的關聯性，討論在考量學習樣態與教學模式時，不同教學策略的優缺點。研究結果顯示：（一）在學生的學習週期中安排學習診斷有助於工藝教師調整技藝教學的策略；（二）建構知識管理模式，利用知識分享可增進學生對於工藝課程的學習成效。在本研究中亦討論在診斷學生對於工藝學習的成效時，可運用於教學情境的關鍵因素以及適性教學策略。

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