臺灣博碩士論文加值系統

本研究旨在建構一套以CDIO教學模式為內涵的模具同步系統設計課程，並藉由課程的實施進行成效評估。目的在解決目前普遍性的大學畢業生學用落差問題，並為模具產業的人才培育盡一份心力。首先本研究探討臺灣模具產業的發展趨勢，與工業4.0智慧化模具製造的人力資源策略，以了解模具產業需要甚麼樣的工程人才？標準為何？並制定出模具同步系統設計的職能項目與職能指標，以做為課程規劃的重要依據與成效的評量標準。其次探討目前臺灣高等教育學用落差的困境與改革對策，從CDIO做中學的教學模式中規劃出具體的工程教育改革方案，企圖回答要如何在高等教育中培育符合工業4.0的人才需求。最後再以CDIO的課程設計原理進行整合式課程模組化設計，針對逢甲大學精密系統設計學程之54位大二學生進行18週的實驗教學，並以「老人居家生活用品之友善設計與改造」做為產品研發專題發想的範圍，讓學生經歷CDIO整個階段，共計整合七門課、6位教師（含3位業師）、12學分。本研究採用職能指標問卷評量表進行前、後測，亦進行學生課程滿意度調查。結果顯示，學生的職能指標，在模具專業技術、CAX軟體使用與同步系統工程能力等方面都有相當顯著的進步。對課程的滿意度也很高，尤其是對「本課程將有助於未來的升學與就業」這個項目最為滿意。證明透過本課程，可以有效地為產業培育優良的模具設計人才，解決大學畢業生學用落差問題，為高等工程教育改革提供一個良好的範例。

This study aimed to construct a system of synchronizing syllabus based on the CDIO teaching model and evaluate its effectiveness. This is to examine the nowadays common problem of college graduates not being able to apply what they learned in school to real-life professions. The purpose of this study was to find ways to provide a specific strategy that could benefit future students in the industry. First, the development trends of the mold industry in Taiwan and the human resources strategy of the smart mold manufacturing industry of Industry 4.0 were investigated to explore the standard of engineering talent in the industry and create a competency indicator for mold design concurrent systems to serve as an essential reference for curriculum planning and the criteria for learning outcome assessments. Second, the scope covered by the mold industry in the product life cycle was used as the blueprint for developing the curriculum. Finally, the CDIO curriculum design principle was applied to the design of the integrated curriculum module. Experimental teaching was conducted in the Bachelor’s Program in Precision System Design at Feng Chia University in Taiwan for 18 weeks. A total of 54 sophomores participated in the experimental program and the product research and development project entitled “Design and transformation of older-adult-friendly living supplies” to experience the entire process of CDIO. The curriculum consisted of a total of seven courses and six teachers (including three industry experts) and offered 12 credits.
Moreover, this study used the competency indicator scale in the pre- and post-tests, and a student program satisfaction survey was conducted to assess the effectiveness of the curriculum design and implementation. The results revealed that the students’ competency indicators exhibited significant progress in understanding the professional technology of molds, using CAX software, and understanding concurrent system engineering capabilities. The students were highly satisfied with the program, and the item “The engineering practice of the integrated curriculum is helpful for my future academic progression and employment needs” received the highest level of satisfaction. This program was proven effective for cultivating excellent mold design talent for the industry, thereby bridging the mismatch between knowledge and application among university graduates and serving as a great example for higher-level engineering education reform.

第一章 緒論
第一節 研究背景與動機
壹、臺灣模具產業的困境與未來發展新趨勢
貳、臺灣高等教育的現況與困境
參、建構符合CDIO理念的教學方法與課程
第二節 研究目的
第三節 待答問題
第四節 研究範圍與限制
第五節 研究架構
第六節 名詞解釋
第二章 文獻探討
第一節 工業4.0模具產業智慧化工程技術
壹、臺灣模具產業動態與發展方向
貳、工業4.0的人才培育新思維
參、智慧化模具製造的人才需求
肆、「模具同步系統設計」的內涵
第二節 模具同步系統設計的職能探討
壹、模具同步系統設計技術與設計流程
貳、模具同步系統設計的系統功能
參、建立模具同步系統設計職能指標
第三節 模具設計能力分析與課程的探討
壹、模具設計能力分析的相關文獻
貳、模具設計人才培育課程相關文獻
參、國際間模具設計技術與課程的發展趨勢
第四節 CDIO的理念與內涵
壹、CDIO工程教育改革的12項標準
貳、整合式課程的設計過程與模式
參、以CDIO工程模式發展的CDIO教學模式
第三章 研究設計
第一節 研究方法
壹、文獻探討
貳、專家座談與訪談法
參、問卷調查法
肆、實驗教學法
第二節 研究參與對象
第三節 研究工具
第四節 資料處理與分析
第四章 研究實施
第一節 課程構思
壹、以產品生命週期為藍圖的課程發展
貳、建立模具設計職能指標與職能評量表
第二節 課程設計
壹、職能指標與課程單元關連性矩陣
貳、整合式課程的模組化結構
第三節 課程實施
壹、整合式課程表與課程實施要點
貳、串聯各學科的連貫式教學法
參、工程實踐專題的實施
第四節 成效評估
壹、學生學期成績
貳、職能評量表訓練前、後測
參、學生滿意度調查表
第五章 研究結果與討論
第一節 職能項目與課程單元矩陣問卷調查
壹、課程單元對應於36條職能項目的關聯性
貳、課程單元關聯與職能訓練優先的曲線比較
參、課程單元的C-D-I-O 類別統計
第二節 模具設計職能評量前後測
第三節 學生滿意度調查表
第六章 結論與建議
第一節 結論
第二節 建議
參考文獻
附錄
【附件一】模具同步系統設計職能業界專家問卷
【附件二】模具同步系統設計職能項目與指標問卷
【附件三】模具同步系統設計職能評量表問卷
【附件四】模具同步系統設計職能評量表(完整篇)
【附件五】模具同步系統設計職能評量表(基礎篇)
【附件六】整合式課程小組長會議紀錄
【附件七】整合式課程學科教師訪談問卷

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