2016-01-012024-05-18https://scholars.lib.ntu.edu.tw/handle/123456789/697575摘要：鑒於自89年至97年統計教學資料顯示，臺灣大學每年修習初等統計課程學生人數大約在5000人佔統計課程總修習總人數的75%，「統計教學中心」 (Statistical Education Center , SEC) 首要工作為提昇初等統計課程教學品質，並為統籌統計教學課程的整合，建立統計教學評量制度與建立資源之分配方式，訂定統計教學中心之主要任務為 ( 1 ) 規劃統計教學課程與內容，( 2 ) 訂定統計教學方向與目標，( 3 ) 提供統計教學專業師資培訓課程，( 4 ) 建置提供統計教學資源架構制度，( 5 ) 協助統計教學教材之製作，( 6 ) 規劃提昇統計教學品質之策略及評量統計教學成效指標， ( 7 ) 舉辦統計教學與研究相關學術研討會。 因此統計教學中心規劃提供教學資源的架構與制度，於96年度第一學期開始實施大班教學，小班實習，規劃的25人至30人小班電腦實習課，課程名稱與學分數不變等原則。本中心亦依照各系所應用領域，編撰初等統計課程軟體教學大綱及內容，包括SAS、SPSS、EXCEL、R四種統計相關軟體。另外，亦針對統計實習課以每班25人至30人進行教學內容，教學助教甄選及培育，實習教室電腦軟硬體與選課系統也已進行整體的規劃與提昇。 我們按國立臺灣大學教務處規定，提出本中心105年度「邁向頂尖大學提升教學品質計畫」之計畫申請書。本申請書將針對本中心於104年度執行計畫成果作出詳細報告與檢討，並規劃105年度計畫的目標，藉提升統計教學與研究使本校早日達到世界前百大的目標。105年計畫善策略方案與時程分述於後 (一) 因應大數據時代及資料科學的急速發展，初等統計學及電腦實習課的內容及教學方式亦應做適度調整與轉型，並加強學生design and problem-solving的能力。 (二) 轉型初等統計學為深碗學習與翻轉教室之教學模式。 (三) 1042學期及1051學期共兩學期之初等統計學電腦實習課規劃。 (四) 1042學期及1051學期共兩學期教學助理甄選、訓練及評估。 (五) 擴大初等統計學電腦實習課整合性及落實初等統計學電腦教學及建立網路教學平台。 (六) 評估統計學電腦實習課教學及改進方式。 (七) 修訂與整合初等統計學電腦實習教材。 (八) 調整「統計與生活」通識課程為深碗學習。 (九) 舉辦統計軟體研習會及統計研討會及大數據相關學術活動。 (十) 協助本校教學、校友與雇主問卷、提升校務專業管理能力計畫等資料之統計分析。 (十一) 舉辦初等統計學教學助理座談會。 (十二) 提供統計諮詢業務及打造「統計諮詢」教學平台。 (十三) 支援統計碩士學位學程各項行政作業。 (十四) 加強與校內其他統計相關單位聯合舉辦學術及師生活動，使本中心及統計碩士學位學程成為本校及全國統計研究教學向上提升的重心與原動力。 <br> Abstract: Because the registration data from 2000 to 2008 shows that 5000 students took the introductory statistics courses which accounts about 75% of the total number of students enrolled in statistics course, Therefore, the primary goal of Statistical Education Center is to improve the quality of education courses and to coordinate teaching activities for introductory statistics and to establish a system for evaluation and distribution of resources. The main functions of Statistical Education Center is (1) to design the syllabus and contents of statistical courses, (2) to set the direction and goals for statistical education, (3) to provide training courses for statistical faculty and teaching assistants, (4) to establish the framework for distribution of statistical resources, (5) to prepare teaching materials, (6) to design the strategies for improving quality and performance index and evaluation for statistical education, (7) to hold symposiums on statistical education. To design the system for provision of statistical education resource, in the Fall Semester of 2007, Statistical Education Center established a teaching model of large-class lecture of 100 students and small-group statistical computer laboratory practice with a size of 25 to 30 students for the introductory statistics courses. To fit different needs of different disciplines from various departments and colleges, Statistical Education Center prepared different course materials for statistical computer laboratory practice including SAS, SPSS, EXCEL, and R. An overall upgrade of hardware and software for statistical laboratory and the computer system for election of the statistical computer laboratories have been implemented. Statistical Education Center also hired 35 graduate-level teaching assistants which received a 5-day training course and passed the examination in early September 2012. Statistical Education Center also held symposiums on statistical software, statistical methodology, and statistical education. Based on solid accomplishments in the 2015 year, the proposal of improving the quality of statistical education for the 2016 submitted by Statistical Education Center was approved. In addition to the progress report and our self-evaluation for the 2014 project, the strategies and action actions for the 2016 project are given in the following: (1) due to rapid development of big data and data science, adequate adjustment of the content and teaching methods of statistics and statistical computer laboratory will be made to enhance design and problem solving ability; (2) to transform teaching statistics into models of deep learning and reverse teaching; (3) to design and execute the statistical computer laboratory practice for the Spring and Fall Semesters of 2016; (4) hiring and training of new teaching assistants for the Spring and Fall Semesters of 2016; (5) to expand SEC services for statistical computer labs to the departments in which currently do not participate and to establish the network online teaching platform; (6) to evaluate and improve the effectiveness of the statistical computer lab practices; (7) to revise and integrate the teaching materials for the statistical computer laboratory practice and prepare the new teaching materials; (8) to modify the teaching model for the general education course “Statistics and Life” in the model of deep learning; (9) to held symposiums on statistical software, statistical education, big data and other related academic activities; (10) to assist Academic Affairs Division analyzing teaching, educational, alumina and employer questionnaire data and participate in the NTU IR system; (11) seminars on teaching experience for teaching assistants who teach introductory statistics; (12) to provide statistical consultation services to the NTU main campus and to establish the teaching platform of statistical consultation; (13) to provide administrative support to the interdisciplinary MS program on statistics; (14) to enhance academic activities with the faculty and students of other NTU statistic units so that the NTU SEC becomes the center of statistical gravity of NTU and Taiwan.統計教學品質教學資源統計電腦實習課資料科學StatisticsStatistical EducationResourceEducation QualityStatistical Computer LaboratoryData Science