The 12-Year Basic Education Curricula not only follow the objectives of previous curriculum syllabus development, but they place more focus on competence-oriented instruction, which aims to emphasize the importance of combining the curriculum with life situations that are not solely based on learning knowledge and skills. This study aims to investigate the results of the students’ learning effectiveness and learning engagement after adding competence-oriented instructional strategies into electrical engineering practical subjects offered by the Department of Electrical Engineering in skills-based senior high schools, and, at the same time, to figure out the difference in learning effectiveness using different instructional strategies. Two classes of students from the Department of Electrical Engineering major in electrical engineering practical subjects in one skills-based senior high school in Central Taiwan were chosen as the participants for this study. By way of pre-test–post-test research design and heterogeneous grouping, a 10-week instruction experiment consisting of two groups and occurring over the course of 30 classes was conducted, wherein competence-oriented instructional strategies were used in an experimental group, while traditional didactic instructional strategies were used in a control group. By analyzing the collection of quantitative and qualitative data through competence-oriented instructional strategies, the instruction effectiveness and feasibility of the basic electricity practical curriculum were developed as the study topic for understanding how competence-oriented instruction can be implemented into the practical curriculum of the electrical engineering and electronic engineering group. According to the research objective, the results were concluded as follows: (1) Students of the Department of Electrical Engineering have a slightly better learning effectiveness in electrical engineering practice under competence-oriented instructional strategies compared with those who learned under the traditional didactic instructional strategies; (2) there is a significant difference in the students’ learning engagement in electrical engineering practice from the Department of Electrical Engineering under competence-oriented instructional strategies compared with those who learned under the traditional didactic instructional strategies. The conclusion of this study emphasizes designing questions based on life situations, thereby applying what students have learned to solve problems they encounter in their daily lives. Compared with traditional didactic instructional strategies, competence-oriented instructional strategies not only have a better learning effectiveness and provide flexibility for the students to solve problems and provide analysis for situations, they also have broader applicability and an increased number of positive benefits when it comes to students’ group interactions and sharing.

This study incorporated technology action puzzle and obstacle challenge activities in the course design. Using the 921 Earthquake in Taiwan as the theme, this study integrated the content of various subjects and course modules and applied information technology to present the humanistic care elements. The subjects of this study were Grade 9 students of a public middle school in central Taiwan. After the interactive operation introduction and theme film viewing, the students were divided into groups to participate in the technology action puzzle and obstacle challenge activities. Students’ learning performance using smart technological tools and overall course feedback were evaluated from the aspects of building structure safety knowledge, disaster prevention and mitigation, integrated interdisciplinary thinking, and problem-solving abilities through the course planning and quasi-experimental design. The results show that (1) in terms of the learning achievement scale, the pre-test and post-test of paired samples reached statistical significance; (2) in terms of the learning response scale, the mean of the Likert five-point scale reached above 4.0; (3) the results of mediating regression analysis show that, compared with the traditional classroom teaching mode, the interactive teaching experience and technology action puzzle have a mediating effect on learning performance and overall course feedback.

The development of disaster prevention literacy is not listed as a compulsory course in the K-12 education system in Taiwan, and there are very few academic departments that focus mainly on disaster prevention education in the domestic higher education system. For Taiwan, where disasters are relatively frequent, it is indispensable for every citizen to have the proper disaster prevention knowledge and response skills. In recent years, education courses related to disaster prevention have been gradually set up in general education courses in universities and colleges in response to the trend. This study took students of the elective courses on disaster prevention education in the general education courses of universities as the experimental subjects. Supplemented by the social participation course operation model, the cooperation of team members during the course can bring students a different experiential value to further achieve the teaching goal of improving learning achievement and feedback. It was found from the research results that: (1) the appropriate disaster prevention course arrangement can bring positive and significant effects on the dimensions of perceived experience and team interaction; (2) the learning mode of the university disaster prevention education course, combined with the social participation course operation model, was helpful to the improvement of experiential value and learning achievement; (3) the mediation regression analysis showed the cooperation mode of group team members’ interaction did have a partial mediation effect in terms of experiential value, as well as learning achievement and feedback compared with the traditional pure classroom teaching model. The research results indicated that the teaching effectiveness of the disaster prevention education course for college students with the social participation course operation model was good.