| Summary: | 碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 107 === The Ministry of Education (MOE) has included capstone course course was as a required course for all professional clusters at vocational technical schools. The objective of the course based on the academic theory in which through experimentation, inspection, and test processes, imagination and creativity can be elicited, with practical applications in product design and production. Although the Ministry of Education (MOE) emphasizes the spirit of pragmatic use, teachers usually use didactic teaching and demonstration teaching in capstone courses in vocational-technical senior high schools and then students follow the instructions taught by the teacher. It not only puts students in a passive learning mode, but also be ineffective in the students' independent thinking, creative thinking and the ability of problem solving. Therefore, this research is intended to explore the influence on students’ creative thinking with Blended Learning in capstone courses of the department of practical thinking skills of students in the special practical curriculum of the Electrical Engineering In vocational-technical senior schools. Based on the research topic, relevant domestic and foreign literatures were collected, 10-week teaching experiments were conducted With two third-year classes of the Dept. of Electrical Engineering as research participants, the quasi-experimental research as the research method, and the Nonrandomized control group,pretest-posttest design, one class served as the experimental group,where capstone course Blended-Learning teaching was commenced; the other class served as the control group, where teaching was commenced using the traditional narrative teaching method. Based on the experimental findings, the following conclusions were drawn:
1. The Blended-Learning is suitable for Dept. of Electrical Engineering in Capstone Course.
2. Blended-Learning enhanced the creative idea design ability of students (creativity, fluency, total score).
3. The quantity of creative thinking points of students increased through Blended-Learning.
4. Blended-Learning enhanced the learning satisfaction of students.
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