臺灣博碩士論文加值系統

依據經濟部智慧財產局所公布106（2017）年度全國學校法人（大專校院）中，在新申請的專利（發明專利、新型專利及設計專利）數量、新的發明專利申請數量及全國學校法人（大專校院）所申請發明專利並有進入百大學校法人的排名中，都處於年年衰退的現象，尤其近五年更是以每年約130件（10.9%）的減少並有持續衰退之現象。
本研究旨在探究是否可運用高層次思維整合3P思維教學法來對於大學學生經課程重新的規劃後，是否能達到或具有申請發明專利之能力。再依據研究結果，提出具提結論及建議，以作為各教學者將來從事相關高層次思維為核心的教學、培育大學生申請發明專利課程上之規劃，並期望將來能對於大學生在申請發明專利時之參考依據。
本研究以某大學共109位學生為對象，控制組及實驗組共有分別為63位及46位學生，教學實驗共為18週，每週二小時，共計36小時。研究方式採用準實驗研究法（Quasi-Experimental Research）之獨立樣本t檢定、單因子共變數（Analysis of Covariance, ANCOVA）及單因子變異數（Analysis of Variance, ANOVA）等統計分析。
研究發現：經過高層次思維整合3P思維教學法後，達到具有申請發明專利之能力上，有顯著提升。實驗組在經過高層次思維教學整合3P思維教學法後，比控制組的學生在申請發明專利之能力上及水準，有顯著提升。所經以高層次思維為核心再透過整合本研究所提出之3P思維教學法後，大學生具有達到申請發明專利之能力水準。

　According to the Ministry of Economic Affairs' Intellectual Property Office in 2017, the number of newly applied patents (invention patents, new patents and design patents), the number of new invention patent applications, and the national school legal person in the (2017) annual national school corporation (college school). The colleges and universities of the colleges and universities have applied for invention patents and entered the rankings of the top 100 school legal entities, all of which are in decline. In particular, in the past five years, it has been reduced by about 130 (10.9%) per year and has continued to decline.
The purpose of this study is to explore whether it is possible to use the high-level thinking to integrate the 3P thinking method to achieve the ability to apply for invention patents after re-planning the university students. Based on the research results, the author puts forward conclusions and suggestions as a framework for teaching and cultivating college students to apply for invention patent courses in the future, and hopes that in the future, when college students apply for invention patents, Reference.
The study was conducted on a total of 109 students in a university. The control group and the experimental group had 63 students and 46 students respectively. The teaching experiment was 18 weeks, and the total time was 36 hours . The research method used statistical analysis of independent sample t-test, analysis of Covariance (ANCOVA) and analysis of variance (ANOVA) in quasi-experimental research.
The study found that after the integration of the 3P thinking teaching method with high-level thinking, the ability to apply for invention patents has been significantly improved. After the high-level thinking teaching integrated 3P thinking teaching method, the experimental group has significantly improved the ability and level of applying for invention patents. After the high-level thinking as the core and then through integration of the 3P thinking teaching method proposed by the Institute, college students word have the ability to apply for invention patents.

摘要 i
ABSTRACT ii
誌謝 iii
目錄 iv
表目錄 vi
圖目錄 vii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 9
第三節 研究範圍與限制 9
第二章 文獻探討 11
第一節 專利制度與概述 11
第二節 專利之相關教學與策略 13
第三節 思維模式之意涵與特質 38
第四節 高層次思維之意涵與歷程 41
第五節 高層次思維之教與學 44
第六節 單元主題式導入高層次思維之相關教學策略 46
第三章 研究設計與實施 78
第一節 研究架構 78
第二節 研究設計 80
第三節 研究對象 89
第四節 研究工具 90
第五節 研究實施 92
第四章 資料分析與討論 94
第一節 不同教學法之成效分析 94
第二節 不同組別之成效分析 95
第五章 結論與建議 104
第一節 結論 104
第二節 建議 105
參考文獻 108
附錄 116
附錄一 高層次思維教學之作品指標評分表 116
附錄二 控制組與實驗組課程大綱教學進度表 119
附錄三 3P思維教學進度及課程設計綱要表 121

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