本研究目的在探究學生對機器人教學模組各單元課程之學習滿意度、對整體課程之學習前後學習態度及回饋、融入STEM教學的機器人教學課程的學習回饋情形、未來規劃機器人教學課程之可行性。
本研究是以新竹市某高職資訊科高三學生50位學生為研究對象。使用機器人學習預期心態量表研究調查表，及各單元學習反應調查表。探討學生使用機器人教學模組，學習滿意度及學習態度反應。
研究發現，學生對機器人教學模組整體課程之學習滿意度總體平均值、教學課程內容、教學活動、學習成果、學習態度，平均值均呈現趨勢向上，表示學生滿意機器人教學課程之規劃。學生對機器人教學模組整體課程之前後學習態度差異，經成對樣本t檢定，發現學生在績效期望、行為意向兩個分項達顯著性差異。努力期望、老師的影響、服務品質這三個分項達顯著性差異(**p <.01)。表示學生在課程的學習前後學習態度達顯著性差異。學生對融入STEM教學架構的機器人課程的學習，在學習回饋中，學生對機器人課程多持正向、認同與肯定的態度。在學習態度方面有明顯改變、會主動去思考、也比較有信心、希望在機器人相關產業工作、應用機器人、對機器人教學提出建議等較深層的學習省思。
研究結果發現，未來在技術型高中電機電子群資訊科規劃機器人教學課程是可行的，顯示出本研究的價值。

關鍵字: STEM 教育、機器人、微電腦單板控制自走車機器人教學模組

The purpose of this study is to explore the students' satisfaction with the learning of each robot teaching models 、the learning attitudes and the feedback of the whole course before and after learning、the learning feedback of the robot teaching course integrated with STEM teaching, and the feasibility of planning the robot teaching course in the future.
This study is based on 50 students from the information department of the senior high school in Hsinchu City. Using the expected learning attitude research questionnaires scale of robot learning and the questionnaires of the learning feedbacks in each units. Exploring students' learning satisfaction and learning attitudes of the usage of robot teaching models.
In the study, the researcher found that the students' satisfaction of the robot teaching model , the content of the teaching curriculum, teaching activities, learning outcomes, and learning attitudes all showed a trend of upwards. It indicates that students are satisfied with the planning of the robot teaching curriculum. Students' differences in learning attitudes before and after the curriculum of the robot teaching model were tested by paired samples, and the students were found to have significant differences in performance expectations and behavioral intentions. The three sub-items of hard working expectation, teacher's influence, and service quality reached significant differences (**p <.01).It Indicates that students have significant differences in their learning attitudes before and after the curriculum. Students learned about the robotics course integrated into the STEM teaching structure. In the learning feedback, the students have a positive attitude towards the robot course. There are obvious changes in their learning attitudes ,students will take the initiative to think, but also have more confidence, they hope to work in the robot-related industry, applying robots, make suggestions for robot teaching and other deeper learning and thinking .
The research results show that the plan of the robot teaching curriculum in technical high school motor electronic group information department is feasible in the future , it showing the value of this research.

Keywords: STEM education, robot, microcomputer single board control self-propelled vehicle teaching module

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