基於專題的學習和基於問題的學習是工程教育中廣泛使用的教學策略，這些學習方法可培養提高解決問題、設計和團隊合作的技能。然而，傳統講座也有其好處，學生可以從傳統的授課中學習到各項技術完整且扎實的理論基礎。因此，為了兼顧各種教學方法的優點，根據課程內容所創造的多元教學方式由此而生。為了研究這樣的學習方式在自動控制相關專業課程中實現是否可以確實突顯出有別於傳統授課的優勢，因此本研究以文獻探討作為問卷設計的依據，並以實際參與課程的學生作為問卷發放的研究對象。本研究呈現出有將近90%的學生對多元學習方式的期望大於傳統授課，可以驗證結合不同方式的學習方法將會逐漸成為未來教學的主流。此外各個高級教育機構持續地推動國際化的學習環境，文化差異對於學習的影響也是本研究關注的重點。本研究呈現了文化確實對於學習存在影響力，同時深入分析文化差異在不同層面上對學習的影響，期望能達到因材施教的目的。期望本研究成果可以使得更多的教師在設計教學課程時採用多元的學習方式，進而大幅提升高級教育機構培育現代化工程人才的技能廣度。

Project and problem-based learning methods are widely used for teaching strategies in engineering education. These learning methods develop skills in problem-solving, design, and teamwork. However, a traditional lecture also has its advantages. Students can learn a complete and solid theoretical foundation of various techniques from traditional lectures. Therefore, to combine the advantages of various teaching methods, multiple teaching strategies were created based on the course content. In order to study whether such a learning method in the automatic control related professional courses can really highlight the advantages that are different from traditional teaching methods, this thesis proceeded literature review, then the results were used as the basis for the questionnaire design, and the students who actually participated in the course were distributed the questionnaire as the research target. This study shows that nearly 90% of students have greater expectations for multiple learning methods than traditional teaching method. It can be verified the teaching strategies that combine different methods will gradually become the mainstream of future teaching. In addition, various high-level educational institutions continue to promote an international learning environment, and the impact of cultural differences on learning is also discussed in this research. This study shows that the culture difference does have an impact on learning. At the same time, it deeply analyzes the impact of cultural differences on learning at different levels, anticipating to achieve the purpose of teaching students in accordance with their aptitude. It is hoped that the results of this study will inspire more teachers to adopt multiple learning methods when designing courses, thereby greatly enhancing the skill breadth of high-level educational institutions in cultivating modern engineers.

[1] “Brainy Quote,” Jan. 9, 2015 [Online]. Available: http://www.brainyquote.com/
quotes/
[2] International Engineering Alliance, “Graduate attributes and professional competencies,” Dec. 12, 2014 [Online]. Available: http://www.ieagreements.org/
GradProfiles.cfm
[3] A. J. Swart, "Distance Learning Engineering Students Languish Under Project-Based Learning, But Thrive in Case Studies and Practical Workshops," IEEE Transactions on Education, vol. 59, no. 2, pp. 98-104, May 2016, DOI: 10.1109/TE.2015.2453349.
[4] T. Markham, “Project based learning: A bridge just far enough,” Teacher Librarian, vol. 39, no. 2, pp. 38–42, 2011.
[5] D. Dietsch, A. Podelski, J. Nam, P. M. Papadopoulos, and M. Schäf, “Monitoring student activity in collaborative software development,” arXiv preprint arXiv:1305.0787, 2013. [Online]. Available: http://dblp.unitrier.de/rec/bibtex/journ-als/corr/abs-1305-0787
[6] H. Song, G. Si, L. Yang, H. Liang and L. Zhang, "Using Project-Based Learning and Collaborative Learning in Software Engineering Talent Cultivation," IEEE 10th International Conference on Trust, Security and Privacy in Computing and Communications, pp. 1288-1293, 2011, DOI: 10.1109/TrustCom.2011.174.
[7] M. Marques, S. F. Ochoa, M. C. Bastarrica and F. J. Gutierrez, "Enhancing the Student Learning Experience in Software Engineering Project Courses," IEEE Transactions on Education, vol. 61, no. 1, pp. 63-73, Feb. 2018, DOI: 10.1109/TE.2017.2742989.
[8] C. E. Hmelo-Silver, “Problem-based learning: What and how do students learn?” Educational Psychology Review, vol. 16, no. 3, pp. 235–266, Sep. 2004.
[9] A. Yadav, D. Subedi, M. A. Lundeberg, and C. F. Bunting, “Problem-based learning: Influence on students’ learning in an electrical engineering course,” Journal of Engineering Education, vol. 100, no. 2, pp. 253–280, Apr. 2011.
[10] J. Zhu, R. Liu, Q. Liu, T. Zheng and Z. Zhang, "Engineering Students’ Epistemological Thinking in the Context of Project-Based Learning," IEEE Transactions on Education, vol. 62, no. 3, pp. 188-198, Aug. 2019, DOI: 10.1109/TE.2019.2909491.
[11] C. E. Hmelo and M. Ferrari, “The problem-based learning tutorial: Cultivating higher order thinking skills,” Journal for the Education of the Gifted, vol. 20, no. 4, pp. 401–422, Jun. 1997.
[12] C. F. Rengifo and D. A. Bravo, "A Project-Based Learning Approach to Teach Identification and Control Systems," IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 15, no. 1, pp. 10-16, Feb. 2020, DOI: 10.1109/RITA.2020.297 9171.
[13] M. J. Prince and R. M. Felder, “Inductive teaching and learning methods: Definitions, comparisons, and research bases,” Journal of engineering education, vol. 95, no. 2, pp. 123–138, Apr. 2006.
[14] C. L. Dym, A. M. Agogino, O. Eris, D. D. Frey, and L. J. Leifer, “Engineering design thinking, teaching, and learning,” Journal of engineering education, vol. 94, no. 1, pp. 103–120, Jan. 2005.
[15] R. Graham, “UK approaches to engineering project-based learning,” White Paper sponsored by the Bernard M. Gordon/MIT Engineering Leadership Program, Massachusetts Inst. Technol., Cambridge, MA, USA, Apr. 2010.
[16] M. J. W. Lee, S. Nikolic, P. J. Vial, C. H. Ritz, W. Li and T. Goldfinch, "Enhancing Project-Based Learning Through Student and Industry Engagement in a Video-Augmented 3-D Virtual Trade Fair," IEEE Transactions on Education, vol. 59, no. 4, pp. 290-298, Nov. 2016, DOI: 10.1109/TE.2016.2546230.
[17] S. M. Loyens and R. M. J. P. Rikers, “Instruction based on inquiry,” in Handbook of Research on Learning and Instruction. London, U.K.: Routledge, pp. 375–395, 2011.
[18] R. M. K. W. Lee and C. Y. Kwan, “The use of problem-based learning in medical education,” Journal of Medical Education, vol. 1, no. 2, pp. 11–20, 1997.
[19] A. J. Neville, “Problem-based learning and medical education forty years on,” Medical Principles and Practice, vol. 18, no. 1, pp. 1–9, 2009.
[20] H. Barrows and R. Tamblyn, “Problem-Based Learning: An Approach to Medical Education,” Springer Publishing Company, 1980.
[21] B. Warin, O. Talbi, C. Kolski and F. Hoogstoel, "Multi-Role Project (MRP): A New Project-Based Learning Method for STEM," IEEE Transactions on Education, vol. 59, no. 2, pp. 137-146, May 2016, DOI: 10.1109/TE.2015.2462809.
[22] H. B. White III, “Dan tries problem-based learning: A case study,” To improve the academy, vol. 15, no. 1, pp. 75-91, 1996
[23] W. L. Kilpatrick, “The project method: The use of the purposeful act in the educative process,” Teachers College Record, vol. 19, no. 4, pp. 319–335, Sep. 1918.
[24] W. H. Kilpatrick, “Foundations of Method: Informal Talks on Teaching,” New York, NY, USA: Macmillan, 1925.
[25] J. Larmer, “Project based learning vs. problem based learning versus XBL,” Buck Institute for Education, Dec. 2013
[26] M. Perales, F. Barrero, and S. Toral, “Análisis de una experiencia PBL en una asignatura troncal de electrónica general,” in Proc. 11th Tecnol. Aplicadas Ensenanza Electron. (TAEE), pp. 377–382, Jun. 2014.
[27] R. M. Peris, M. A. Fillol and L. G. Sánchez, "Discovering electronics to aerospace engineers," 2014 XI Tecnologias Aplicadas a la Ensenanza de la Electronica (Technologies Applied to Electronics Teaching) (TAEE), pp. 1-7, 2014, doi: 10.1109/TAEE.2014.6900139.
[28] D. d. M. Magnus, L. F. B. Carbonera, L. L. Pfitscher, F. A. Farret, D. P. Bernardon and A. A. Tavares, "An Educational Laboratory Approach for Hybrid Project-Based Learning of Synchronous Machine Stability and Control: A Case Study," IEEE Transactions on Education, vol. 63, no. 1, pp. 48-55, Feb. 2020, DOI: 10.1109/TE.2019.2956909.
[29] J. A. N. Cocota, T. D’Angelo and P. M. de Barros Monteiro, "A Project-Based Learning Experience in the Teaching of Robotics," IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 10, no. 4, pp. 302-309, Nov. 2015, DOI: 10.1109/RITA.2015.2486458.
[30] F. Shahnia, M. Moghbel and H. H. Yengejeh, "Motivating Power System Protection Course Students by Practical and Computer-Based Activities," IEEE Transactions on Education, vol. 59, no. 2, pp. 81-90, May 2016, DOI: 10.1109/TE.2015.2448611.
[31] M. Garduño-Aparicio, J. Rodríguez-Reséndiz, G. Macias-Bobadilla and S. Thenozhi, "A Multidisciplinary Industrial Robot Approach for Teaching Mechatronics-Related Courses," IEEE Transactions on Education, vol. 61, no. 1, pp. 55-62, Feb. 2018, DOI: 10.1109/TE.2017.2741446.
[32] Department of Education, High Academic Achievement Groups. "Culture and Sports of the Valencian Autonomous Government." in Spanish. Accessed: Jan. 14, 2018. [Online]. Available: http://www.ceice.gva.es/web/universidad/grupos-de-alto-rendimiento
[33] J. L. Sanchez-Romero, A. Jimeno-Morenilla, M. L. Pertegal-Felices and H. Mora-Mora, "Design and Application of Project-Based Learning Methodologies for Small Groups Within Computer Fundamentals Subjects," IEEE Access, vol. 7, pp. 12456-12466, 2019, DOI: 10.1109/ACCESS.2019.2893972.
[34] Chi-Cheng Chang, Chin-Guo Kuo, and Yu-Hsuan Chang. "An assessment tool predicts learning effectiveness for project-based learning in enhancing education of sustainability." Sustainability 10.10:3595, 2018.
[35] S.R. Chien, Z.F. Liu, "A case study of an instructional model for project-based digital game production." Journal of Humanities and Social Science, pp. 113–130, May 2009.
[36] A. Bandura, "Social cognitive theory of human development." in International Encyclopedia of Education, 2nd ed.; Husen, T., Postlethwaite, T.N., Eds.; Pergamon Press: Oxford, UK, pp. 5513–5518, 1996.
[37] Leal Filho, Walter, Chris Shiel, and Arminda Paço. "Implementing and Operationalising Integrative Approaches to Sustainability In Higher Education: the Role of Project-oriented Learning." Journal of cleaner production, v. 133, pp. 126-135. doi: 10.1016/j.jclepro.2016.05.079
[38] L.H. Qiu, "Flow experience: The way to happiness included in HeFutian, Lin Yongxi. " Silently Scholars Demeanor: Professor QiuLianhuang’s Lianhuang Rank Eighty Birthday Celebration, Wenjing Books: Taipei, Taiwan, pp. 1–42, 2015.
[39] M. Csikszentmyhalyi,"Thoughts about Education." Creating the future: Perspectives on educational change, pp. 83-86, 1991.
[40] R. Hansmann, "“Sustainability Learning”: An Introduction to the Concept and Its Motivational Aspects." Sustainability, pp. 2873–2897, Feb. 2010.
[41] R. M. Clark, M. Wang, Z. A. Splain and K. P. Chen, "Teaching a Standalone Optics and Lasers Course Using Project-Based Learning," IEEE Transactions on Education, vol. 63, no. 4, pp. 255-262, Nov. 2020, DOI: 10.1109/TE.2020.2976645.
[42] R. R. Fowler and M. P. Su, "Gendered Risks of Team-Based Learning: A Model of Inequitable Task Allocation in Project-Based Learning," IEEE Transactions on Education, vol. 61, no. 4, pp. 312-318, Nov. 2018, DOI: 10.1109/TE.2018.2816010.
[43] R.L. Archer, R. Diaz-Loving, P. Gollwitzer, M.H. Davis, & H.C. Foushee, "The role of dispositional empathy and social evaluation in the empathic mediation of helping." Journal of Personality and Social Psychology, vol. 40, no. 4, pp. 786-796, 1981.
[44] Cronbach, L.J. "Coefficient alpha and the internal structure of tests." Psychometrika, Vol.16, No.3, pp. 297–334, Sep. 1951. http://psych.colorado.edu/~carey/courses/ psyc5112/readings/alpha_cronbach.pdf
[45] J. Cortina, "What is coefficient alpha: an examination of theory and applications." Journal of applied psychology. , pp. 78:98-104, 1993.
[46] H.G. Osburn, "Coefficient alpha and related internal consistency reliability coefficients." Psychological methods 5 3, pp. 343-55, 2000.
[47] J. Nunnally, "Psychometric Theory (2nd ed), New York: McGraw-Hill.", 1978.