臺灣博碩士論文加值系統

近年來，將3D列印運用至STEAM課程的研究越來越多，且已被證實能培養學生創造力和有益於學生學習STEAM學科等正面影響。本研究設計了基於STEAM教育概念的3D列印課程，旨在探討學生在課程中3D列印相關技能的發展，同時了解學生的學習成效，並尋找適合的教學模式。本研究以大學生為研究對象，課程共分為兩個階段，分別有16位和10位學生參加。每階段的教學時間為3小時，共計6小時。課程分為「認識3D列印」、「3D建模實務」和「切片及列印機操作實務」共三大單元，其中包含8個建模任務，以及4個切片及列印機操作任務。本研究選擇Tinkercad和Cura分別作為課程中3D建模及切片時使用的軟體。
研究結果發現，利用精熟學習(Mastery Learning)和螺旋式課程(Spiral Curriculum)的概念設計3D列印課程，有助於學生培養3D列印相關的技能。課程中採用異質性分組和列印機操作影片輔助教學，也能提升學生3D列印相關的技能。學生透過本研究的教材和教學方式，歷經兩個階段的學習和實作，即能掌握和靈活運用建模軟體大部分的功能，並設計和列印出精緻的3D列印作品。另外，在3D建模實務的單元，教師可以選擇學生感興趣的主題，提升學生的學習動機。還有，建議給學生較充裕的建模時間，並設下數檢驗點以掌控進度。若是要教初次學習操作3D列印機的學生，建議選擇準備操作方式較簡單的入門機型，來降低學習門檻。

In recent years, there has been an increasing amount of research into the use of 3D printing in STEAM programs, and it has been shown to have a positive impact on fostering student creativity and benefiting student learning in STEAM subjects. This study designed a 3D printing curriculum based on the concept of STEAM Education, aiming to investigate the development of 3D printing related skills of students in the curriculum, to understand the learning effectiveness of students, and to find out the suitable teaching model. This study was conducted on university students. The course was divided into two stages and was attended by 16 and 10 students respectively. Each stage of instruction will last 3 hours, totaling 6 hours. The course is divided into three parts, namely “Introduction to 3D Printing”, “3D Modeling Practice” and “Slicing Software and 3D Printer Operation Practice”, which includes 8 modeling tasks and 4 slicing software and 3D printer operation tasks. In this study, Tinkercad and Cura were chosen as the software used for 3D modeling and slicing in the course respectively.
The results of the study found that designing a 3D printing curriculum using the concepts of Mastery Learning and Spiral Curriculum helped students develop skills related to 3D printing. Heterogeneous Grouping and printer operation videos are used in the course to assist teaching and learning, and to enhance students’ skills related to 3D printing. Through the teaching materials and teaching methods of this study, students can master and flexibly use most of the functions of the modeling software, and design and print out exquisite 3D printed works after two stages of learning and practical work. In addition, in the part of 3D modeling practice, teachers can choose topics that students are interested in to enhance their learning motivation. It is also recommended to give students more time for modeling and to set up several checkpoint to control their progress. If you are teaching students who are learning to operate a 3D printer for the first time, it is recommended that you choose an introductory printer that is relatively simple to operate, to lower the learning threshold.

第一章 緒論 1
1.1 研究背景 1
1.2 研究動機與目的 2
1.3 論文架構 3
第二章 文獻探討 4
2.1 STEAM教育發展 4
2.2 精熟學習 6
2.3 布魯姆分類法與學習目標 9
2.3.1 認知領域(Cognitive Domain) 9
2.3.2 情意領域(Affective Domain) 12
2.3.3 技能領域(Psychomotor Domain) 13
2.4 3D列印的基本原理 19
2.4.1 3D列印技術的種類 19
2 4.2 3D列印產品的製作流程 20
2.4.3 建模軟體、建模技術和切片軟體 22
2.5 3D列印教學活動設計 26
第三章 研究設計與實施 29
3.1 研究對象與場域 29
3.2 教學實施設計 30
3.3 研究工具 39
第四章 結果與討論 43
4.1 第一階段課程 43
4.1.1 認識3D列印 44
4.1.2 3D建模實務 45
4.1.3 切片及列印機操作實務 51
4.1.4 整體課程的實施狀況和第二階段教學安排調整 53
4.2 第二階段課程 54
4.2.1 3D建模實務 55
4.2.2 切片及列印機操作實務 60
4.2.3 整體課程的實施狀況與省思 62
第五章 結論與未來研究方向 64
5.1 結論 64
5.2 未來研究方向 64
參考文獻 66
附錄一 教學活動設計 75
附錄二 3D建模學習單暨評量表 82
附錄三 3D建模學習單暨評量表的評量標準說明 90
附錄四 切片軟體操作檢核表 92
附錄五 3D列印機操作檢核表 93
附錄六 學生學習心得問卷 95
附錄七 學生建模作品舉隅 97

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