本研究旨在融入運算思維策略於可程式控制實習課程，以提升技職體系電機與電子群科（系）學生的技能表現。實驗研究以公私立科技大學各兩班學生（合計120人）、公私立技術型高中各兩班學生（合計120人）為研究對象（合計240人），每週授課兩小時、為期八週的實習課程教學。在實施教學實驗前，實驗組與控制組均接受一般生活化運算思維之前測；在實驗進行階段，實驗組於教學中融入一般生活化運算思維策略教學與使用PLC運算思維教材授課，控制組則採用傳統PLC教材教學，且為了強化學習效能，實驗組與控制組在教學中均採用PBL，並要求學生於課後至雲端教學平台進行自主學習；在實驗結束前，實驗組與控制組均接受一般生活化運算思維策略之後測與PLC學習成效測驗。研究結果發現：（1）技職體系全體實驗組學生之PLC學習成效明顯優於控制組學生；（2）技職體系全體運算思維高分組學生之PLC學習成效明顯優於運算思維低分組學生，由研究結果得知，運算思維素養較高之技職體系學生，能有效提升其實習之學習成效。此外，本研究透過觀察、學生日誌、教師日誌與課堂錄影等資料，進一步了解技術型高中電機與電子群科學生技能表現的改變情形，以及對於本課程方案的態度與看法。植基於研究之結果，本研究據以提出技職體系融入運算思維策略之教學模式，以供技職體系實習課程融入運算思維策略教學之參用。

This research aims to integrate computational thinking strategies into programmable control practice courses to improve the technical performance of students in the electrical and electronic group (department) of technical and vocational education system. The experimental research takes a class of students from public and private universities of science and technology (120 people in total) and a class of students from public and private vocational high schools (120 people in total) as the research objects (240 people in total) to a 2-hour/week practical course for 8 weeks. Before the implementation of the teaching experiment, both the experimental group and the control group accept the pre-test of general life-oriented computing thinking. In the experimental stage, the experimental group integrates general life-oriented computing thinking strategy teaching and the use of PLC computing thinking textbooks into teaching. On the other hand, the control group is using traditional PLC teaching materials. In order to strengthen learning effectiveness, both the experimental group and the control group use PBL in teaching and students are required to enter the cloud teaching platform for autonomous learning after class. Before the end of the experiment, both the experimental group and the control group take general life-oriented computing thinking strategy post-test and PLC learning effectiveness test. The results of the study found that: (1) The PLC learning effectiveness of all experimental group students in technical and vocational education system was significantly better than that of control group students. (2) The PLC learning effectiveness of all students in the high computational thinking group of technical and vocational education system was significantly better than that of the low computational thinking group according to the research results. Students from technical and vocational education system with higher computational thinking literacy can effectively improve the learning effectiveness of their internships. In addition, this research uses observations, student journals, teacher journals, classroom videos and other materials to further understand the changes in the performance of technical high school electrical and electronic group students, as well as their attitudes and views on the course plan. Based on the results of the research, this research proposes a computational-thinking-strategies-integrated teaching model for the consideration of integrating computational thinking strategies into technical and vocational education system practice courses.

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