教學實踐研究 -第1卷 第1期 (2021-05-26)
一般論文

多元入學學生背景差異之課程設計與成效評估:以科大資工系為例

劉一宇 (Liu Yi-Yu) 國立臺灣科技大學資訊工程系副教授
第1卷第1期,P105-127
10.7007/JSoTL.202103_1(1).0004
基於提供學生多元、適性選擇之教學精神,多元入學方案讓國中畢業生可以依據個人興趣及性向,分流選擇適合自己的高中或高職就讀。近年來,隨著普通大學與科技大學分別針對高職與高中畢業生開放入學的合流管道,同學們的生涯發展也可避免被侷限於特定類別而無法翻身。以臺科大資工系大二上的必修課程「數位邏輯設計」為例,修課學生約有60%為高職背景,40%為高中背景,然而,就讀電子科與資訊科的高職學生,已經在高二學習過基礎數位邏輯。雖然高職的數位邏輯課程深度略淺,但相較於從未接觸過此課程的高中背景學生而言,彼此的程度差異仍然非常顯著。因此,在混合多元入學背景差異的情況下,授課教師進行班級經營時,容易一開始就面對兩個截然不同的族群,實質地衝擊到部份學生的學習動力。為了拉近修課學生在高中或高職不同的課程架構下而造成的基礎知識落差,同時兼顧高中與高職背景之學生在未來資訊工程應用領域發展的方向,本研究採用差異化學習及強化實作專案的課程設計,並在實作和課程中分別融入翻轉教學與線上即時問答,提高課程效率、促成同儕學習,進而改善多元入學學生背景程度落差的問題。
多元入學,差異化學習,數位邏輯設計,翻轉教學
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JSOTL

Curriculum Design and Evaluation for Background Gap Alleviation of Students Admitted through Multiple-Entrance Paths: Taking Computer Science Department in Technical and Vocational University as An Example

Liu Yi-Yu
Volume 1/ Issue 1, P105-127
10.7007/JSoTL.202103_1(1).0004
With the concept of offering diverse and adaptive teaching, the multiple-entrance paths allow graduates from junior high schools to choose either senior high school or vocational high school based on their personal interests and aptitudes. In recent years, both regular universities as well as universities of technology open channels of admission for senior high school and vocational high school graduates, so that their career development and possibilities are not confined. Taking the course of “Digital Logic Design” in National Taiwan University of Science and Technology (Taiwan Tech) as an example, there are 60% students from vocational high school and 40% students from senior high school. However, many vocational high school graduates have taken the course of “Digital Logic” in their second year of study. Although the depth of Digital Logic in vocational high school is relatively shallow as compared to Digital Logic Design in the university, the background gap is still significant between vocational high school students and senior high school students. Therefore, students from these two different entrance paths form two distinct groups, which impacts student motivation and the quality of class management. In this study, we are going to bridge the knowledge gap between students from senior high schools and vocational high schools. To this goal, we adopt differentiated instruction and reinforced practicing project assignments for students with different background. Specifically, flipped classroom model and real-time online responding system are used to boost lecturing efficiency and to encourage in-class peer learning, respectively. Based on our analysis, the re-designed course could alleviate the background gap issue between students from multiple entrance paths.
multiple entrance path, differentiated learning, digital logic design, flipped classroom