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系統識別號 U0026-0711202016134800
論文名稱(中文) 設計流線型之教案應用於造型設計課程的學習成效評估
論文名稱(英文) Learning Effectiveness Evaluation of Lesson Plan on Streamline in Model Design Course
校院名稱 成功大學
系所名稱(中) 工業設計學系
系所名稱(英) Department of Industrial Design
學年度 108
學期 2
出版年 109
研究生(中文) 蔡佳霖
研究生(英文) Jia-Lin Tsai
學號 P36071147
學位類別 碩士
語文別 英文
論文頁數 116頁
口試委員 指導教授-謝孟達
口試委員-蕭世文
口試委員-楊智傑
口試委員-徐芳真
中文關鍵字 流線型  空氣動力學  設計教育  造型設計  CFD 
英文關鍵字 streamline  aerodynamics  design education  modeling design  CFD 
學科別分類
中文摘要 研究目的是為設計系學生量身打造的「流線型設計教案」,期望能推廣於各大學設計系之造型設計相關課程。教案內容以Revised Bloom’s Taxonomy(RBT)為基礎做規劃。RBT有六個等級序漸進的要求,首先記憶(LV.1)必須要使學生能記憶起所學,學生要了解(LV.2)所學,還要能應用(LV.3)所學,並且分析(LV.4)所學到的觀念,然後學習評估(LV.5)出好的流線型,最後學生要創造(LV.6)出屬於自己的設計。受測者有分為工業設計系及多媒體與電腦娛樂科學系的學生,兩組受測者都實施前測與後測。第一次教學於工業設計系的學生,將所發現的問題進行改善、調整教案,使之更簡單,容易學習並增加流線型的設計案例幫助學生抓到重點。把修改完的教案做第二次的教學,對象為多媒體與電腦娛樂科學系的學生,並驗證這些調整後的結果。課程結束後讓學生做滿意度的調查,滿意度也以Revised Bloom’s Taxonomy作為題目設計的基礎。
學生前、後測的作品交由三位工業設計系的教授與二位設計師做評分。首先從文獻、書籍中將與流線型相關的詞彙抽取出來,訪談五位專家後得出五個流線型必須具備的評分標準,這五個標準為阻力、光滑的、動態感、速度感、流暢的。評分問卷為7點的李克特量表,評分完畢後進行統計分析驗證。第一次教案實驗p-value > 0.05,經過教案修改後,再次執行實驗。因學生樣本n < 30,並且不符合常態分佈,所以使用了無母數方法的One sample sign test。學生學習結果p-value(0.006363)< 0.05表示整體學生學習效果有顯著改善。第二次教案修改的方向在於降低難度,但不改變學習流線型必要的知識,並且增加學生能跟老師互動的時間,不論是提問題、討論,這樣的過程成為學生可以增加印象和學習動力的關鍵。
為探討第二次教案的整體學生學習效果,本研究再從這五位專家評分中選出五位學生後測最高分的,建成3D模型。後測成績分別為25、16、29、29、34分,滿分為35分。前、後測共建出10個模型,再匯入SolidWorks軟體計算流體力學(CFD)分析出流線型的空氣阻力與風阻係數。經過CFD之後,學生後測作品的風阻係數為0.15、0.20、0.19(最低阻力為0~最高阻力為1),三位學生的後測趨近於0,屬低阻力流線型,另外兩位學生的後測之阻力係數為0.31、0.46,較為普通。
經雙重驗證後,學生皆能藉由本研究所設計的教案中有所成長,不只在流線型外型的設計上,在功能上也是。
最後以RBT設計的滿意度問卷進行探討,滿意度問卷為5點的李克特量表。本問卷沒有在任何學生填寫「非常不滿意」。填寫「非常滿意」的學生統計百分比為記憶(LV.1)53%、了解(LV.2)50%、應用(LV.3)44%、分析(LV.4)46%、評估(LV.5)33%、創造(LV.6)29%。記憶(LV.1)到分析(LV.4)的階段都是「非常滿意」的人數最多,最高的為記憶(53%)。經研究分析前一等級將影響後面的等級,所以教案的應用(LV.3)部分若再做加強,則會提升後面三個等級(LV.4到LV.6) 的學習滿意度。總體而言,本研究自編教案在六個等級的學習滿意度,經學生回饋後呈現為高滿意度的,期盼本研究之流線型教案的內容、測驗卷、問卷等皆能作為將來老師們的參考資料。
英文摘要 The purpose of this study is to tailor a "streamlined design lesson plan" for students of design departments in the hope of promoting it in the design-related courses of various universities. The lesson plan is based on the Revised Bloom’s Taxonomy (RBT). There are six levels of progressive requirements in RBT. The first is the Remembering (LV. 1); it requires students to remember what they have learned, then Understanding (LV. 2) and being able to Apply (LV. 3) what they have learned, Analyzing (LV. 4) the concepts learned and learning to Evaluate (LV. 5) the good streamlined design. Finally, students should be able to Create (LV. 6) their own design. The subjects came from industrial design departments as well as multimedia and computer entertainment science departments, both of which received a pre-test and post-test. The first teaching was conducted for students in the department of industrial design. The problems found were improved and the lesson plan was adjusted to make it simpler and easier to learn. In addition, cases of streamline design were added to help students grasp the key points. After these adjustments, the revised second lesson plan was given to the students of multimedia and computer entertainment science departments to verify the results attained. At the end of the course, students were asked to do a survey on satisfaction, which was also based on the Revised Bloom’s Taxonomy.
Three professors from the industrial design department and two designers were appointed to grade the pre-test and post-test works of the students. First of all, the vocabulary related to streamlining was extracted from the relevant literature and books. After interviewing five experts, five scoring criteria were obtained: drag value, smooth, dynamic, speed and flowing. The questionnaire was based on a 7-point Likert scale with 1 representing…..; statistical analysis was conducted after the scoring. The first lesson plan experiment's p-value > 0.05; after modifying the lesson plan, the experiment was carried out again. Since the number of student samples (n < 30) did not conform to the normal distribution, the one sample sign test of nonparametric methods was adopted. Students' learning results p-value (0.006363) < 0.05 indicated that the overall learning effect of students had significantly improved. The purpose of the second lesson plan was to reduce the difficulty without changing the necessary knowledge of the streamlining, and to increase the time for students to interact with the teacher, whether to ask questions or engage in discussions with the teacher; this process is the key to enhancing students' memory and learning motivation.
In order to explore the overall learning effect of the second lesson plan, this study selected five students with the highest scores in the post-test evaluated by the five experts to build 3D models. Their scores in the post-test were 25, 16, 29, 29 and 34, with a full score of 35. Ten models were built for the pre-test and post-test, combined with SolidWorks software computational fluid dynamics (CFD) to analyze the air resistance and wind drag coefficient of the streamline. After CFD, the wind drag coefficients of the students' post-test works were 0.15, 0.20 and 0.19 (the lowest drag is 0 and the highest drag is 1). The post-test results of the three students tended to be 0, belonging to the streamline of low drag. The drag coefficients of the other two students were 0.31 and 0.46, which were relatively mediocre.
After dual verification, students progressed through the lesson plan designed by this study, not only in the streamline design, but also in the function.
Finally, the satisfaction questionnaire designed with RBT was discussed. The satisfaction questionnaire was designed as a 5-point Likert scale. There was no "very dissatisfied" response received in this questionnaire. The statistical percentage of students who responded "very satisfied" was 53% in Remembering (LV. 1), 50% in Understanding (LV. 2), 44% in Application (LV. 3), 46% in Analysis (LV. 4), 33% in Evaluation (LV. 5) and 29% in Creation (LV. 6). From Remembering (LV. 1) to Analysis (LV. 4), most responded "very satisfied", and the level receiving most "very satisfied" was remembering (53%). Through the research and analysis, we could know that the former level affected the later one, so if the Application (LV. 3) of the lesson plan could be further strengthened, the learning satisfaction of the latter three levels (LV. 4 to LV. 6) would be improved accordingly. In other words, the learning satisfaction of the self-designed lesson plan in the six levels, after the feedback of students, showed a high degree of satisfaction, of which the contents, test papers and questionnaires in this study are expected to be used as reference materials for teachers in the future.
論文目次 摘要 ii
Abstract iv
Acknowledgements vi
Table of Contents vii
List of Tables x
List of Figures xi
Chapter I Introduction 1
1.1 Research Background and Motivation 1
1.2 Research Objective 4
1.3 Research Subject 5
1.4 Research Limitations 5
1.5 Description of the Research Framework 5
Chapter II Literature Review 8
2.1 Instructional Design 8
2.1.1 Bloom's Taxonomy 9
2.1.2 Learning Satisfaction 11
2.2 Natural Biological Forms 12
2.2.1 Teleology 13
2.2.2 Streamline of Creatures 14
2.3 Streamline Shape and Design 17
2.3.1 Streamline Design 18
2.3.2 Aerodynamic Streamline 19
2.4 Discussion on Streamline Design 23
2.4.1 SAE Supermileage Competition 23
2.4.2 Aircraft 25
Chapter III Research Methods 29
3.1 Instructional design 29
3.1.1 Revised Bloom’s Taxonomy(RBT) 29
3.1.2 Learning Satisfaction Questionnaire 30
3.2 Survey Method 31
3.3 Likert Scale 33
3.4 Statistical Methods 34
3.4.1 Randomized Complete Block design (RCBD) 34
3.4.2 One sample sign test 37
3.4.3 Aerodynamics 38
Chapter IV Research Procedures 40
4.1 Define the Conditions for Streamlining 42
4.2 The First Lesson Plan 42
4.2.1 Content of the Course 44
4.2.2 RCBD Statistical Results 50
4.2.3 Problems Encountered in the First Lesson Plan 51
4.3 The Second Lesson Plan 56
4.3.1 One sample sign test 62
4.3.2 CFD Analysis 64
4.4 Learning Satisfaction Survey 71
4.4.1 Question Design of the Learning Satisfaction Survey71
4.4.2 Expert Suggestions and Modifications 72
4.4.3 Analysis Diagram 77
Chapter V Results and Suggestions 83
5.1 Results 83
5.2 Suggestions 85
REFERENCES 86
Appendix 1 89
Appendix 2 91
Appendix 3 93
Appendix 4 96
Appendix 5 99
Appendix 6 105
Appendix 7 106
Appendix 8 107
Appendix 9 111
Appendix 10 114
Appendix 11 115
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