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完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 周瑞仁(Jui-Jen Chou) | |
dc.contributor.author | Tsung-Hsuan Nieh | en |
dc.contributor.author | 聶從煊 | zh_TW |
dc.date.accessioned | 2021-06-17T03:37:00Z | - |
dc.date.available | 2021-03-02 | |
dc.date.copyright | 2018-03-02 | |
dc.date.issued | 2018 | |
dc.date.submitted | 2018-02-11 | |
dc.identifier.citation | [1] USDL. 2015. Futurework - Trends and Challenges for Work in the 21st Century. Washington DC: USDL Office of the Secretary. Available at: https://www.dol.gov/oasam/programs/history/herman/reports/futurework/report.htm. Accessed 6 December 2017.
[2] Prince, M. J. and R. M. Felder 2006. Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of engineering education, 95: pp. 123-138. [3] Fink, Flemming K. 1999. Integration of engineering practice into curriculum-25 years of experience with problem based learning. Frontiers in Education Conference. FIE'99. 29th Annual. Vol. 1. IEEE. [4] Dym, C. L., A. M. Agogino, O. Eris, D. D. Frey, and L. J. Leifer. 2005. Engineering design thinking, teaching, and learning. Journal of Engineering Education. 94: pp. 103-120. [5] Heitmann, G. 1996. Project-oriented study and project-organized curricula: A brief review of intentions and solutions. European Journal of Engineering Education. 21: pp. 121-131. [6] Mills, J. E. and D. F. Treagust. 2003. Engineering education—Is problem-based or project-based learning the answer. Australasian journal of engineering education. 3: pp. 2-16. [7] 趙嘉浩、梁至中、蔡孟蓉。2017。機器人課程教材鷹架對高中生未來關鍵學習能力的影響。數位學習科技期刊 9:3。 [8] Fang, M.W., Y.T. Chen and J.J. Chou. 2011. Control of autonomous bicycle system with ZMP tracking. System Integration (SII). 2011 IEEE/SICE International Symposium on IEEE. pp. 1368-1373. [9] Hsieh, M. H., Y. T. Chen, C. H. Chi, and J. J. Chou. 2014. Fuzzy sliding mode control of a riderless bicycle with a gyroscopic balancer. IEEE International Symposium on Robotic and Sensors Environments (ROSE). pp. 13-18. [10] Chi, C. H. and J. J. Chou. 2015. Riderless bicycle with gyroscopic balancer controlled by FSMC and AFSMC. 7th International Congress on Ultra Modern Telecommunications and Control Systems and Workshops (ICUMT). pp. 150-157. | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/69977 | - |
dc.description.abstract | 本研究設計一個教學場域──無人自行車之設計與製作,貫穿大一到大四機電工程相關的課程。透過無人自行車的系列課程:前導課程、深化課程與轉換課程,分別達到提升學生學習動機、連貫地培養專業知識與核心能力、建立職場就業力。此場域以獨特、貼近學生生活的豐富情境,以激起學生的學習動機;系列課程以問題導向專題學習模式進行,從洞察問題與尋求解方出發,進入學習與解決問題的循環當中,建立學生自主學習的核心能力。
專題導向學習已經廣泛應用於大學的許多課程,然而,目前的專題導向學習是先學習專業知識,再應用所學來解決問題。不過,學生畢業後進入產業界,面臨的學習模式不盡相同。在產業界,往往為了解決產業或社會面對的問題,即需進入為了解決問題而學習的學習模式。 根據職場的學習模式,本研究設計的問題導向專題學習模式,係從解決問題出發,進入學習與解決問題的不斷循環當中,提升學生的學習動機、面對與解決問題的能力。 為此,本研究將職場的學習模式納入學校的學習生態當中。在大一的前導課程就提供機電工程領域的職場情境與場域。學生明確地知道場域中的問題後,不但能引發後續的學習動機,學生為了解決問題,從做中學,進而帶著問題進入大二、大三的深化課程中逐步學習解決問題必備的專業知識,與培養職場核心能力如:自主學習、團隊協作、溝通表達。大四的轉換課程作最後統整與收尾,並內化這些專業技能與核心能力,將其轉換成實戰的就業力。 研究設計了貼近職場的學習模式,將設計的無人自行車教學場域應用其中,搭配無人自行車系列課程以培養學生專業知識、實作技術及核心能力。本研究以教學工作坊的形式,初步展示此教學模式的概念與課程設計,並蒐集參與學生的問卷調查與意見回饋,作為教學成效間接評量,及後續課程設計與改善的依據。本論文將職場的學習模式納入學校的學習生態當中,提前培養學生的職場適應力,對此教學研究後續的設計與實踐建立了一個良好的開端。 | zh_TW |
dc.description.abstract | This study aims to design a problem-driven project-based learning model and a series of courses in riderless bicycle scenario to cultivate students’ professional knowledge, practical skills and core competencies. Through the series of courses, students are allowed to have problem-driven project-based learning in this scenario so as to cultivate the necessary professional knowledge, practical skills and core competencies for entering the industry in the future. The riderless bicycle scenario is not only familiar to students and rich in a large number of theoretical and practical research topics but also integrates mechatronics engineering subjects from the freshman year to the senior year. The series of courses include the introduction, in-depth, and transformation courses. The introduction courses guide students about the scenario and establish their framework relation and basic understanding about the various subjects of mechatronics engineering. The in-depth courses allow the students to gradually design and actually fabricate the riderless bicycle. During the process, they can study and integrate the various subjects and disciplines in depth as well as develop independent learning, innovative thinking, problem-solving, teamwork, and communication skills and other core competencies. The transformation courses help the students internalize their knowledge and experience in the scenario, translating them into other practical applications and connecting with the industry. This study designed a learning workshop for actual implementation and conducted a survey afterward on to make a preliminary assessment of the feasibility and basic functions of the riderless bicycle as a problem-driven project-based learning and teaching scenario and to collect feedback from students to serve as the reference for the design and improvement of follow-up curriculum series. | en |
dc.description.provenance | Made available in DSpace on 2021-06-17T03:37:00Z (GMT). No. of bitstreams: 1 ntu-107-R04631024-1.pdf: 12757329 bytes, checksum: f243c0d4e111fe098cb2d8eb1b72075d (MD5) Previous issue date: 2018 | en |
dc.description.tableofcontents | 致謝 3
摘要 4 Abstract 6 目錄 7 圖目錄 10 表目錄 18 第1章 緒論 19 第2章 文獻探討 21 第3章 材料與方法 24 3.1 無人自行車教學場域 24 3.2 問題導向專題學習模式 26 3.3 教學工作坊設計 28 3.3.1 課程規劃與執行 28 3.3.2 教具設計 32 第4章 結果與討論 35 4.1 工作坊問卷調查結果與意見回饋 35 4.2 場域與學習模式之反思討論 39 第5章 結論 40 參考文獻 41 附錄 42 附錄1 無人自行車理論與實作參考教材 42 1.1 自行車歷史發展 42 1.2 自行車自平衡機制 46 1.3 龍頭與驅動模組介紹 55 1.3.1 龍頭模組 55 1.3.2 驅動模組 57 1.4 無人自行車平衡系統 59 1.4.1 龍頭控制平衡 63 1.4.2 倒單擺平衡器 65 1.4.3 飛輪平衡器 66 1.4.4 陀螺儀平衡器 67 1.4.5 綜合比較 69 1.5 無人自行車架構總覽與各模組介紹 70 1.5.1 微控制器 71 1.5.2 降壓模組 73 1.5.3 藍芽通訊模組 74 1.5.4 慣性量測單元 (IMU)與互補式濾波 75 1.5.5 陀螺儀效應與陀螺儀平衡器模組 79 1.5.6 龍頭驅動模組 85 1.5.7 後輪驅動模組 88 1.6 電路接線圖 89 1.6.1 主控制面板 89 1.6.2 龍頭馬達與驅動器接線圖 91 1.6.3 飛輪自轉馬達驅動器接線圖 92 1.7 動力學模型與控制策略介紹 92 1.8 動力學模型 95 1.8.1 非完整約束系統簡化 95 1.8.2 無人自行車動力學模型推導 98 1.9 控制策略 104 1.9.1 變結構控制 105 1.9.2 滑動模式控制 108 1.9.3 滑動模式控制之切跳現象 111 1.9.4 模糊滑動模式控制 113 1.10 系統模擬建立 122 1.10.1 模擬參數檔 122 1.10.2 模擬模型檔 131 1.10.3 模擬系統增加干擾輸入 144 附錄2 自行車平衡實驗與觀察 147 附錄3 慣性座標系及非慣性座標系 152 附錄4 Sliding mode control中如何控制s 157 附錄5 標準啟動程序 161 參考文獻 162 | |
dc.language.iso | zh-TW | |
dc.title | 機電工程教育之問題導向專題學習模式設計
─以無人自行車為例 | zh_TW |
dc.title | Problem-driven Project-based Learning Model Design of Mechatronics Engineering Education
─Riderless Bicycle as an Application | en |
dc.type | Thesis | |
dc.date.schoolyear | 106-1 | |
dc.description.degree | 碩士 | |
dc.contributor.oralexamcommittee | 詹魁元(Kuei-Yuan Chan),黃緒哲(Syu-Jhe Huang),符碧真(Bih-Jen Fwu) | |
dc.subject.keyword | 專題導向學習,無人自行車,機電工程教育,機器人專題, | zh_TW |
dc.subject.keyword | Project-based learning,Riderless bicycle,Mechatronics engineering education,Robotics project, | en |
dc.relation.page | 163 | |
dc.identifier.doi | 10.6342/NTU201800270 | |
dc.rights.note | 有償授權 | |
dc.date.accepted | 2018-02-12 | |
dc.contributor.author-college | 生物資源暨農學院 | zh_TW |
dc.contributor.author-dept | 生物產業機電工程學研究所 | zh_TW |
顯示於系所單位: | 生物機電工程學系 |
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