A Study of Orthographic Projection Learning of Promotionon the Spatial Ability for Vocational Industrial High School

• Main Authors: Ching-Lang Jean, 簡慶郎
• Other Authors: Fong-Mei Kang
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/35924527293984247502

碩士 === 國立臺灣師範大學 === 工業教育研究所 === 89 === The purpose of this study was to investigate the differences of students’ promotion of spatial ability before and after acquiring the orthographic projection in vocational industrial high schools. This research adopts DACUM to construct the competence of orthographic projection. It integrates the standard curriculum of mechanical drawing in vocational industrial high schools and sum up and edit the manuls of experimental teaching . To analyze the promotion of spatial perception, spatial rotation, spatial organization, different learning hours of orthography were administered on 122 first-grade students in the National Jui-Fang senier Industrial Vocational Schools, Dept. of Casting (20 hours), Machinery (27 hours), Mechanical Drawing (6o hours), who were categorized as experimental group, and 41 first-grade students in Electrical engineering (0 hour) as control group. This research took the SAS devised by Kang-Chung in 1998 National Science and Technology Council , giving tests to experimental group before and after the experimental teaching; while, control group, at the beginning and at the end of school semester. Data amassed was processed by the statistical strategies of t-test, one-way analysis of variance, and Dunnett’s tD test. The main conclusions are as follows: 1. There is distinctive promotion in experimental group students’ spatial ability; whereas, there is no in control group. 2. There is significant promotion in experimental group students’ spatial perception, spatial rotation and spatial organization, 3. Gender has no distinctive effect on the promotion of spatial ability. Male and female students with the same acquisition hours of orthography did not make apparent difference in their enhancement of spatial ability. According to the above conclusions, this study also summed up a few suggestions: 1. Developing and constructing spatial scale positively. 2. Compiling relative curriculums to promote students’ spatial ability. 3. Providing channels of advanced study for teachers to investigate the most efficient strategies for enhancing spatial ability.