電子工程問題的數學解題能力模式之研究-以科技大學為例

Abstract

在進入二十一世紀且處於高科技研發的環境中,電子工程系學生應強調跨領域之科技學習能力,亦即應著重數學跨領域應用之工程解題能力。從產界訪談中發現電子工程問題的數學解題能力是目前科技大學電子工程系學生較弱且最需要學習與加強的,而產業界與學校任課老師皆認為學生在工程問題解決之轉化、詮釋、驗證等解題能力普遍缺乏,為了能提昇學生此方面之解題能力,需要發展一套適合學校教學用之電子工程問題的數學解題能力模式,以符合產業界選才、培才、用才之基本需求。 由於目前科技大學學生普遍缺乏問題解決能力,故本研究採用Babbie之歸納式理論建構為基礎,以找出可行之電子工程問題的數學解題能力模式,由於數學問題解決能力為電子工程解題能力之初基,故本研究先探究數學問題解決相關理論、核心能力內涵理論後,建構出電子工程問題的數學解題能力理論模式架構,以作為本研究之假設,再以實徵面進行可行性評估,最後建構完成具有普遍性原則的模式。研究之進行強調以電子工程問題的數學解題能力為核心,從理論面建立電子工程問題的數學解題能力模式之能力要素。其次以專家訪談及諮詢分別將所得結果,修正本模式及其能力敘述。接著以鷹架學習理論「可能發展區」之概念,編製引導式回答題及其相關文件,對學生進行半結構式之施測評量及提出答題的看法,來修正與驗證本模式之可行性。 所獲得之結論,除建立電子工程問題的數學解題能力模式、電子工程問題的數學解題能力及其能力的敘述外,另涵括13項研究發現、8項解決途徑、10項研究創見、引導式回答題之五種命題型式及其相關文件等結論。上述內涵皆對科技大學電子工程系學生數學問題解題能力有直接之裨益。最後分別對願意參與此模式實驗之教師、電子工程系之發展、相關學院之發展等,研提應用此模式與電子工程問題的數學解題能力及其能力的敘述之若干建議以為參考。
Faced with the high-tech development in the 21st century, it is essential that electronic engineering students possess technology-related interdisciplinary learning competences. More specifically, they should place emphasis on the application of their mathematical competences to engineering problems. However, it was found from the interviews with people from the industry that mathematical competences necessary for solving electronic engineering problems are generally insufficient among electronic engineering students of universities of technology and are thus needed to be cultivated and strengthened. Both people from the industry and university lecturers believe that students generally lack the competences to convert and interpret electronic engineering problems and to verify their solutions. In order to improve students’ competences in these aspects to help them better meet the requirements of the industry for selecting, training and employing talents, it is necessary that a teaching model of applying mathematical problem-solving competences to electronic engineering problems be developed. In view of a general lack of problem-solving competences among students of universities of technology, this study, primarily based itself on Babbie Inductive Theory Construction, aimed at establishing a feasible model of applying mathematical problem-solving competences to tackle electronic engineering problems. As mathematical problem-solving competences are the basis for electronic engineering problem-solving competences, this study first established a tentative theoretical model as its the hypothesis by exploring into theories related to mathematical problem-solving and the principle of core competences. Then the feasibility of this model was assessed through empirical study. Finally, a general model was established. This study focused on mathematical problem-solving competences. Elements involved in the model were also identified through theory. The insights gained from interviews and consultations with experts were used to modify the model and the descriptions of competences. Then the guiding questions and related documents were made based on the concept of Zone of Proximal Development of Scaffolding Theory. Finally a semi-structured assessment was conducted on students, and their answering opinions were sought after to modify and verify the feasibility of the model. Besides the establishment of the model of applying mathematical problem-solving competences to tackle electronic engineering problems, relevant competences, and descriptions of these competences, the study had 13 findings, 8 solutions, 10 innovative insights, five types of guiding questions, and related documents. The conclusions reached in the study can be directly used to improve mathematical problem-solving competences of electronic engineering students of universities of technology. The study also made some suggestions, which can be used by the teachers participating in the experiment of this study and are also useful in the development of electronic engineering departments and related colleges.

Description

Keywords

工程解題, 能力, 電子工程問題的數學解題能力, 模式, 可能發展區, engineering problem-solving, competences, mathematical problem-solving competences used to tackle electronic engineering problems, model, zone of proximal development.

Citation

Collections