應用解模糊法則於技能評量分析

Abstract

技能教學是技職教育中重要的一環，完整的技能教學是培育技術人員的重要基石。從一個完善的電機產品來看，成品不應只看重功能是否正常，應該重視整體性的保固，從如何佈線、如何壓接、如何綁線等，從細部到整體做一個全成詳細的規劃，這樣產品才會達到安全、長久使用的目的。而完整的技能教學也是一樣，應該重視整體性的技能發展，以達到培育一個具備高度專業知識且技術成熟的技術人員。 但現今高職的技能教學課程受到技能檢定影響，教師在授課時只要求學生考過檢定，過分重視功能的有無，或是只要求學生在時間內完成作品，而忽略了其他應該傳授的相關技能，這不良的習慣在將來可能會造成不必要的危險。因此本研究的目的在於改善現今過分重視功能的技能教學，強調平衡的技能發展概念，使學生成為能兼顧功能也能做到電路安全，永續使用的技術人才。 本研究結合技能評量理論、解模糊理論、準實驗設計，發展全新的實驗教學，全體研究樣本共36名，編為實驗組（18名學生）與控制組（18名學生）。本研究以SPSS17.0.1版套裝軟體進行獨立樣本t檢定、卡方百分比同質性檢定、單因子共變數分析等統計方法，來探討變數間之關係。研究獲得初步成果如下： （一）學生對工業配線技能細項的看法確實受到授課教師影響 （二）技能評量實驗教學對技能學習有較好的學習成效 （三）技能評量實驗教學能改善學生只重視功能的想法 （四）解模糊工具可幫助技能教學檢討與反思Skill Teaching is a crucial link in a Technological and Vocational Education (TVE) program, and complete Skill Teaching is an important cornerstone for cultivating technological talent. From the viewpoint of sound electric machinery products, finished products should not just attach importance to function, but they should also pay attention to the warranty of entirety. From details like how to lay out, crimp, and wire-bond, to entirety, an overall planning should be made so that a product can achieve the purpose of being safe and durable. This also applies to Skill Teaching. Importance should be attached to the skill development of entirety in order to cultivate technical personnel with high-level expertise and mature technique. But today skill teaching programs at vocational-technical schools have come under the influence of skill tests. Teachers only require in teaching that students pass the tests, overstress on function, or require that students complete works within a deadline. But they neglect relevant skills that should also be imparted. This improper approach may lead to consequences in the future. As a result, this study aims to improve the function-oriented skill teaching approach today, by emphasizing a balanced skill development concept to let students pay attention to both function and circuit safety. Only through this way is a sustainable use of technological talent possible. This study combined Skill assessment theory, de-fuzzy theory, and quasi-experimental design to develop a brand-new experimental teaching approach. A total of 36 samples were divided into an experimental group (18 students) and a control group (18 students). This study discussed relations between variables by adopting SPSS17.0.1 software package to undertake an independent sample t test, Chi-square test of homogeneity of proportions, one-way ANCOVA. Initial results are provided below: (1) Students’ view on industrial wiring skill details was indeed affected. (2) Skill assessment experimental teaching is positively helpful to learning results. (3) Skill assessment experimental teaching could correct students’ thought of only paying attention to function. (4) De-fuzzy tools may help skill teaching to discuss and reflect.