DSpace community: 課程與教學研究所

以實境體驗遊戲融入校外教學深化學生多面向的參與式學習與理解：以《尋訪馬偕足跡》為例

title: 以實境體驗遊戲融入校外教學深化學生多面向的參與式學習與理解：以《尋訪馬偕足跡》為例 abstract: 目前學校辦理的校外教學，普遍欠缺十二年國教倡議的素養導向教學精神。而風靡於青少年世代的實境解謎遊戲，具有謎題破解、身體經驗、群體表演等設計要素，與素養導向設計若合符節，展現新世代的學習樣態。為此，本計畫透過與新北市淡水區國小之教師社群協作，將實境體驗遊戲的設計元素融入〈尋訪馬偕足跡〉校外探究學習方案的設計中，並在實施後檢視學生的學習表現。本計畫採用質性研究取徑，過程中兼採觀察、訪談、文件分析等資料蒐集與分析技術，彙集學生、教師及家長的意見和相關文件，加以分析、歸納和詮釋。研究結果顯示：一、在方案設計方面，能涵蓋實境體驗遊戲的三大要素及融入數位解題技術；二、在學習過程中，學生能展現學習事物、學習歷程、題材脈絡、人脈關係、人類環境等多面向的參與和探究學習樣態；三、在學習結果方面，學生對主題的探究學習達到說明、詮釋、應用、觀點、同理心等多面向的理解，惟自我認識面向的理解較不明顯。研究最後提出六項落實素養導向課程與教學的實踐智慧。

Promoting student learning engagement in peer feedback practices.

title: Promoting student learning engagement in peer feedback practices.

國小社會教材教法

title: 國小社會教材教法 abstract: 本書的編寫，旨在協助國小社會教材教法的授課教師、職前師資生、國小社會教師，以及關心國小社會的教育工作者，掌握十二年國民基本教育中《社會領綱》在國小部分的重要倡議與精神，期許能助益這波課程改革的落實。本書規劃有十章，涵蓋的重點有：社會領域的定位、學理、趨勢，以及這波課程教學改革的重要倡議，諸如素養導向、跨領域統整、議題融入、多元教學策略、參與式學習、校本社會課程、多元評量等主題，並指出各種來源的教學資源，以隨時掌握社會脈動與擴展視野。國小社會為培育新世代公民的重要領域，每個時代對其公民素養都有其獨特的期待，因此國小社會的課程與教學需要與時俱進，才能培育引領時代進步的未來公民。《十二年國民基本教育課程綱要總綱》（以下簡稱為《總綱》）於2014年公布，此次課程改革是基於「全人教育的精神」，以「自發」、「互動」及「共好」為理念，強調學生是「自發主動的學習者」，並提出「核心素養」作為一至十二年級課程發展的主軸，以促進中小學教育階段的縱向連貫，以及各領域或科目間的統整。在《總綱》中，社會領域在國小階段三至六年級是部定課程，並於2018年制頒《十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校：社會領域》（以下簡稱為《社會領綱》），以引領國小社會的課程與教學方向。承襲《總綱》的理念，國小社會以核心素養為課程發展主軸，倡議素養導向的課程設計與教學發展，包括：從學習者中心出發，展現整合性（整合知識、技能與態度）、脈絡性（情境化、脈絡化的學習）、策略性（學習歷程、方法與策略）、活用性（實踐力行的表現）與創生性（形構新理解與自我認識）等特性。由此，《社會領綱》在國民小學階段揭櫫以主題軸架構跨領域／跨科目之統整課程，同時為了落實「探究與實作」課程之精神，規範國小社會教材編選，每一單元至少設計一項探究活動，每一學期至少規劃一個主題探究與實作單元。本書的編寫，旨在協助國小教材教法的授課教師、職前師資生、國小社會教師，以及關心國小社會的教育工作者，掌握十二年國民基本教育中《社會領綱》在國小部分的重要倡議與精神，期許能助益這波課程改革的落實。本書規劃有十章，涵蓋的重點有：社會領域的定位、學理、趨勢，以及這波課程教學改革的重要倡議，諸如素養導向、跨領域統整、議題融入、多元教學策略、參與式學習、校本社會課程、多元評量等主題，並指出各種來源的教學資源，以隨時掌握社會脈動與擴展視野。本書是黃政傑教授總主持的「分科教材教法專書編輯計畫」下的一部分。這項計畫深富遠見，洞悉落實十二年國教課程必做之師資培育、增能等關鍵環節，並號召全國各方才俊，投入這項猶如師培教材大拼圖的願景中。本書作者群承蒙號召，而能參與其中，倍感榮幸。誠摯感謝總計畫主持人黃政傑教授及子計畫三召集人方德隆教授與其團隊，在撰寫過程全力支持、協助與品質管控，本書始能通過嚴謹的雙匿名學術審查。期許本書的出版，能圓滿地把國小社會課程這塊小而重要的拼圖，嵌入黃教授主持的這項具劃時代意義的前瞻計畫中。而且我們深信在每一小塊拼圖嵌入、鏈結在一起的奇妙剎那，專業影響力要發生，美好願景要成真。

素養導向探究式教學案例評析—國小社會領域

title: 素養導向探究式教學案例評析—國小社會領域

從工具理性解放教科書聖經地位，展現教師教室教學專業能量

title: 從工具理性解放教科書聖經地位，展現教師教室教學專業能量

The influence of teacher annotations on student learning engagement and video watching behaviors

title: The influence of teacher annotations on student learning engagement and video watching behaviors abstract: While course videos are powerful teaching resources in online courses, students often have difficulty sustaining their attention while watching videos and comprehending the content. This study adopted teacher annotations on videos as an instructional support to engage students in watching course videos. Forty-two students in an undergraduate course at a university in Taiwan were randomly divided into a control group that watched a course video without teacher annotations, and an experimental group that watched a course video with teacher annotations. The collected data included a learning engagement survey, students’ video watching behaviors, and student interviews. The results showed that there were differences in student learning engagement between the control and experimental groups. The teacher annotations increased students’ behavioral and cognitive engagement in watching the video but did not increase their emotional engagement. In addition, this study identified how students learned when watching the course video with the teacher annotations through highlights of the video content, literal questions, reflective questions and inferential questions. The results concluded that teacher annotations and student learning engagement were positively correlated. The students acknowledged that their retention and comprehension of the video content increased with the support of the teacher annotations.

樂施全球台灣好行—全球議題課程之設計與服務學習

title: 樂施全球台灣好行—全球議題課程之設計與服務學習

深化台灣課程教學改革的新焦點：教師的教態初探

title: 深化台灣課程教學改革的新焦點：教師的教態初探

多元文化教育在社會領域的實踐

title: 多元文化教育在社會領域的實踐

以實境體驗遊戲融入校外教學以深化學生多面向的參與式學習與理解

title: 以實境體驗遊戲融入校外教學以深化學生多面向的參與式學習與理解

臺灣小故事101

title: 臺灣小故事101 abstract: 基於落實「深耕本土迎向世界」的理念，2008年初國立編譯館曾編輯《臺灣小故事101》作為補充教材，然因當時受限時間與經費，只以網路電子版流傳。 2019年適逢新課綱全面開展，教育部本土教育會認為《臺灣小故事101》仍極具補充教材價值，因此啟動新編作業。全書主題架構依舊沿用「島國意象」、「族群歷史」、「本土藝文」、「打拼精神」等四大面向，除審修原有文稿外，另增補篇章，真正達標101，部分照片圖像置換，版式編輯也作更新，呈現更充實精美的面貌。《臺灣小故事101》四大主題均以淺顯生動、發人省思的小故事串連組成，這些題材都與中小學教科書的內容相關，期待這些啟發性的故事能充實青少年對臺灣自然意象、歷史事件、藝術文化、重要人物等之認識，形塑對臺灣主體的認同，從自知而培養自信。

教師社群成果展示暨經驗分享

title: 教師社群成果展示暨經驗分享

至高之處：義大利教堂藝術的千年光輝

title: 至高之處：義大利教堂藝術的千年光輝 abstract: 基督教文化留給歐洲藝術最大的寶藏，莫過於教堂藝術，其中又以義大利的教堂藝術最為豐富多元。教堂做為基督信仰的載體，不僅展現了當時的神學思想，也表達了當時人們對於永恆奧祕的想像和渴望。兩千年來在東正教、天主教和新教三大基督信仰脈絡下，形塑歐洲不同時期的藝術發展面貌。在五世紀到十五世紀教會興盛的中古時期，藝術依附於教會，藝術創作服務於信仰。教堂做為一個敬拜事奉神的場域，從平面佈局到外觀造型，無不蘊含深厚的寓意，繪畫雕塑和各樣裝飾元素，都在述說《聖經》人物故事和耶穌生平事蹟，教育信徒基督信仰真理，傳揚神救贖的恩典。義大利根源於古希臘羅馬文明，向來位居歐洲文化發展進程的核心。從西羅馬帝國滅亡到東羅馬帝國結束這段基督教時期，東部拉文納和威尼斯，西部比薩、盧卡、錫耶納和佛羅倫斯以及北部米蘭，這七個中世紀重要城邦，在東方拜占庭和北方日耳曼民族風格交互影響下，相繼發展出各具地域特色的拜占庭、羅馬式與哥德式教堂藝術，至今成為歐洲基督教藝術精粹。如果說，認識基督教文化是瞭解現代西方文明發展的基礎，那麼，認識基督教堂藝術足以成為瞭解基督教文化與教會歷史的重要途徑。本書從宗教、藝術、歷史的角度，宏觀呈現義大利教堂藝術中古千年的遞變軌跡，微觀聚焦《聖經》重要主題藝術表現的歷代演繹，同時邀請各位同行這條基督教堂藝術大道，同往至高之處，見證人與神共創藝術與歷史的結晶。

十年凱旋菁英璀璨：台灣耶魯室內樂團十周年音樂會

title: 十年凱旋菁英璀璨：台灣耶魯室內樂團十周年音樂會 abstract: 演出曲目 Antonín Dvořák:String Quartet No.12, Op96 "American" - I.Allegro ma non troppo Astor Piazzolla:Primavera Portena - Spring Darius Milhaud:Scaramouche Gary Burton&Makoto Ozone:Afro Blue Handel-Havlorsen:Passacaglia Henry Fillmore:Lassus Trombone Robert Schumann:Piano Quest, Op47 - III. Andante cantabile 陳一涵:印象月夜蔡淩蕙、許家毓、李元貞共同改編:生日快樂歌

文化差異與追求社會正義

title: 文化差異與追求社會正義

素養導向的教科書/教材設計

title: 素養導向的教科書/教材設計

新酒裝新瓶─聚焦於素養導向與學習者中心的UbD 課程設計與實施之行動研究

title: 新酒裝新瓶─聚焦於素養導向與學習者中心的UbD 課程設計與實施之行動研究 abstract: 本計畫旨在探討修讀「課程設計與發展」的研究生從傳統的教師中心的課程教學設計，轉化為學習者中心及素養導向的UbD設計之困難與癥結，據以發展出適切的教學設計與學習策略。本計畫採行動研究法，以「UbD階段一－UbD階段二－ UbD階段三－UbD方案試教」等四個行動循環，透過「計畫－行動－觀察－反省」等研究步驟，探討在每個循環中研究生學習情形、KPI達標程度、對下一階段的反饋與啟示等。本計畫最終輔導研究生設計出全球議題之UbD教案共14套，其中一套參加全國性國際教育徵選獲得優選獎，有三套繼續發展為碩士論文計畫，正在執行中。除此之外，本計畫也隨著研究時程推進產出三個版本之本土化UbD設計模板與示例，做為後續「課程設計與發展」這門課之教學使用，也可以提供觀摩、推廣使用。
description: 研究期間：2018/08/01~2019/07/31

重構多元文化教育—文化差異與社會公義的省察

title: 重構多元文化教育—文化差異與社會公義的省察

Impact of Country Image and National Identity of Taiwan's Secondary School Students on their Global Citizenship

title: Impact of Country Image and National Identity of Taiwan's Secondary School Students on their Global Citizenship

Practical Wisdom Extracted from the Curriculum Design and Development of“New Taiwan Image”

title: Practical Wisdom Extracted from the Curriculum Design and Development of“New Taiwan Image”

New Perspectives on Service-Learning―Applying and Integrating ICT and Social Design in Community Service

title: New Perspectives on Service-Learning―Applying and Integrating ICT and Social Design in Community Service

Walking Along With God：Five Teachers' Journeys of Growing their Meek Teaching Positions

title: Walking Along With God：Five Teachers' Journeys of Growing their Meek Teaching Positions abstract: Teachers in Taiwan have a relatively high social status, which is partly inherited from the Confucianism culture; teachers were even granted equal level with heaven-god, earth-god, emperor and ancestor in the family altar. Thus, teachers assume strong authority over the class. However, it is challenging to develop students’ autonomy of learning or to promote active learning skills for meeting the needs of Taiwan’s new basic education reform due to this strong teacher authority. The research conducted semi-structured interviews with five elementary school teachers, who have regularly participated in a professional learning community which is named “Walking Along With God”, studying on the philosophy and practice of Sato’s School as Learning Community (initial PLC-SLC). The aim of the research was to explore how the teachers transformed their mind-set and practice from the teaching position of teacher-directed to student-centered. In order to elicit teachers’ authentic response and practical wisdom, rather than bring out conceptual answers, some indirect questions were brought to ask the participants, such as: “What is a meek teaching position to you and what do you do in your classroom about it?” and “What facilitated your transformation or professional growth of it?” The five teachers shared their journeys, including encountered difficulties, inner struggling and developed strategies, while giving up their authority or adjusting themselves to develop students’ ownership of learning. Teachers had their “Big Teacher” power faded out to bring in students’ ideas and voices, slowed down, lowered criteria, enhanced flexibility and strengthen partnership with students to make space for developing students’ problem-solving skills and coping strategies, opening to diversity, and connecting with each other. In the stumbling journey of growing their own meek teaching positions, the teachers not only acquired the support from their colleagues in PLC-SLC but also their daily observations, and interactions with the students, as well as their own reflection of reflexivity. I will include examples in this presentation.

素養導向教科書的編製與轉化

title: 素養導向教科書的編製與轉化

Enhancing EFL Students’ intracultural learning through virtual reality

title: Enhancing EFL Students’ intracultural learning through virtual reality abstract: Intracultural learning has been neglected in English curricula in Taiwan since textbooks as an important learning resource have been mainly focused on English linguistic content and developing students’ language skills and and target culture to develop students’ language skill. This study investigated how making VR content helped students enhance their intracultural learning. This study engaged 60 advanced Taiwanese EFL college students in VR content making. The results demonstrated that students developed better intracultural awareness through the features of VR technology including panorama, audio, interaction, and structuring. Further discussions were provided to explain how each of these four features enhanced students’ local cultural learning.

Relationships Between Concept Maps and Critical Thinking Skills

title: Relationships Between Concept Maps and Critical Thinking Skills abstract: Although concept maps have been used to improve students' critical thinking skills, very few studies have examined the relationship between concept maps and critical thinking skills. Without this information, researchers cannot provide teachers with comprehensive suggestions for the design of concept mapping activities to improve students' critical thinking. This study aimed to examine the relationships between concept maps and critical thinking skills and explore how concept maps may differentiate individuals with low critical thinking skills from those with high critical thinking skills. A total of 70 participants were recruited from the English department of a high school in Taiwan. This study adopted a mixed-method approach. The quantitative data included students' concept map scores and critical thinking survey scores, and the qualitative data included students' concept maps. The results indicated a low Pearson correlation between the Novak and critical thinking survey scores as well as between the Gowin and critical thinking survey scores. The example scores of the concept map were the only element in Novak and Gowin's rubric that were correlated to the critical thinking survey scores. The qualitative analysis of the students' concept maps also revealed that the major difference between individuals with low critical thinking skills and those with high critical thinking skills was related to the use of examples within the concept maps.

合作學習與差異化教學研究——以拼圖法實施於八年級國文課程為例

title: 合作學習與差異化教學研究——以拼圖法實施於八年級國文課程為例 abstract: 合作學習與閱讀是台灣107課綱中所想強調的素養，而拼圖法包含了此兩個能力之運用，故我在課堂中施用了拼圖法，卻因學生能力不均而成效不彰。因此我將差異化教學的概念融入拼圖法的實施，為嶄新的拼圖法課程。此課程為不同能力的學生，設計了相異程度的文本、相異程度的學習任務，並設計不同的角色，讓學生能得到所需的支援。課程前後皆有PISA的測驗與合作學習問卷，作為量化資料；課程中每一堂課結束後，都有個人心得記錄單與一對一訪談，作為質性資料。課程進行中的筆記、錄影與教師觀察，都用來作為分析的依據之一。實驗結果，學生在課程後，於學習成效、自我效能與合作技巧上皆有進步。同時我設計出了嶄新拼圖法的架構圖，並設計一套步驟，能確實幫助學生增進閱讀與合作能力，達到有效學習的目標。

The Impact of Short-Term Teaching Abroad on Taiwanese Teachers' Intercultural Competence

title: The Impact of Short-Term Teaching Abroad on Taiwanese Teachers' Intercultural Competence

空間與學習--建築與課程跨域課程

title: 空間與學習--建築與課程跨域課程

Using the ADDIE model to nurture the development of teachers’ CALL professional knowledge

title: Using the ADDIE model to nurture the development of teachers’ CALL professional knowledge abstract: Although teacher training programs can deliver knowledge of ways to integrate technology into English as a Foreign Language (EFL) lessons, teachers may not achieve sustainable improvement in their Computer Assisted Language Learning (CALL) professional knowledge as they cannot not reflect on the effectiveness of their lessons through actual practice. This study contributes to the literature by illustrating how the integration of the ADDIE model with teachers’ lesson design influenced their CALL professional knowledge. Six EFL teachers participated in an 18-week course in which they designed, delivered, and revised a CALL lesson based on the ADDIE model. Results showed that the teachers demonstrated significant improvement in their CALL professional knowledge. The contextual analysis facilitated the teachers’ development of pedagogical knowledge by re-examining the current English teaching and learning issues. Through lesson design, the teachers reported that they could move away from traditional printed textbook instruction and paper-and-pencil tests to the computer-assisted language instruction, thus sharpening their online searching skills using open educational resource tools for English teaching. The implementation and evaluation of the lessons was valuable for teachers to evaluate their lessons by observing students’ learning behaviors and performance, which elevated teachers’ confidence in the use of computer-assisted language instruction for English teaching.

Enhancing multimodal literacy using augmented reality

title: Enhancing multimodal literacy using augmented reality abstract: Augmented reality (AR) technology has been used to successfully improve traditional literacy. However, there has been a paradigm shift in literacy education from traditional literacy to multimodal literacy. Little research has explored how students establish effective multimodal meaning-making using AR technology. This study is an investigation of how EFL college students use different multimodal modes to communicate with others using AR technology. Participants were 52 English as a Foreign Language (EFL) students. The collected data included (a) pre-and post-administrations of a multimodal literacy survey, (b) students’ use of different modes to introduce tourist spots within the location-based AR app, and (c) students’ reflection essays. The results demonstrated that the modes which students used were categorized into visual and auditory forms. The visual mode was composed of visual effects, images, and animations, whose functions were to focus viewers’ attention on what is important, provide concrete ideas, process complex information, and promote engagement. The auditory mode consisted of background music and sound effects, which were used to arouse emotional feelings and enhance immersive experiences. The results also revealed that creating the content in a location-based AR app with the combination of different multimodal media significantly improved students’ multimodal literacy.

Using concept mapping activities to enhance students' critical thinking skills at a high school in Taiwan

title: Using concept mapping activities to enhance students' critical thinking skills at a high school in Taiwan abstract: Concept mapping activities have been used to enhance critical thinking skills as an essential competency for 21st century learners. However, little information has been provided about the relationship between different concept mapping activities and critical thinking skills. This study aimed to examine the effects of the fill-in-the-map activity and the construct-the-map activity on critical thinking skill development. 43 participants were recruited from the course, research seminar, in the department of English at a high school in Taiwan. There were two sections of the course in the same semester. Class A was randomly designated as the fill-in-the-map group and Class B as the construct-the-map group. The collected data included critical thinking survey scores, and interviews. The critical thinking survey scores collected from the two groups were analyzed using a multivariate analysis of variance to examine the difference in critical thinking skill development between the two groups. The multivariate results suggested that different concept mapping activities would produce different learning outcomes. The construct-the-map group significantly obtained higher scores than the fill-in-the-map concept mapping group in the critical thinking skills: inference, interpretation, analysis, evaluation, explanation. The interviews were analyzed to account for why the construct-the-map activity was more effective than the fill-in-the-map activity in developing students' inference, interpretation, analysis, evaluation, explanation skills. Suggestions and implications are proposed to develop critical thinking skills through concept mapping activities.

十二年國民基本教育課程之中學實地情境學習理念與實施

title: 十二年國民基本教育課程之中學實地情境學習理念與實施 abstract: 實地情境學習是十二年國民基本教育課程新納入的重要焦點之一，強調透過戶外教育、產業實習、服務學習等實地情境，連結學生學習與生活的最後關鍵一哩路，經由跨領域的整合與活用，進行理論與實務交互辯證，增進核心素養的學習。本文針對實地情境學習的意涵、中學實地情境學習的教學設計示例、實地情境學習的實施策略與學習效果、以及實地情境學習的願景加以探討，以供學校教師在未來實施十二年國民基本教育課程之參考。 Field situational learning is the important focus of the 12-year national basic education curriculum. It is closely linked to students’ classroom learning and life situations through outdoor education, service learning, industrial internships and other field situations. Students can get complete learning through interdisciplinary learning and the integration of theory and practice in field situational learning. This paper explores the concepts of field situational learning, instructional design examples of field situational learning, implementation strategies and learning outcomes of field situational learning, and the vision of field situational learning to provide schools and teachers with a reference to the implementation of a 12-year national basic education curriculum.

課程與教學改革經驗之辨證與反思

title: 課程與教學改革經驗之辨證與反思

Enhancing students’ critical literacy through social annotations

title: Enhancing students’ critical literacy through social annotations abstract: The effects of social annotation on critical literacy remain controversial, and little research has explained why some students can benefit from social annotation in critical literacy, and some cannot. This chapter investigates the effects of social annotation on critical literacy and the interactive patterns of social annotations. The participants were 45 English as Foreign Language college students of low to intermediate reading proficiency level in Taiwan. The collected data included (a) students’ responses to reading comprehension tests and (b) students’ social annotations on selected reading texts. We evaluated critical literacy in terms of three skills: identifying main ideas of text information, evaluating the accuracy of text information, and synthesizing text information through Analysis of Variance. The results showed that social annotation facilitates the development of critical literacy in identifying main ideas and evaluating text information, but not in synthesizing text information, because the information retrieved from social annotations is often scattered. The interactive patterns of the social annotations were categorized into the discussions of (a) the meaning of vocabulary or phrases, (b) the use of vocabulary, (c) the detailed text information, (d) the grammatical structures, and (e) the main idea of paragraphs. Pedagogical implications are drawn from the five interactive patterns of social annotations.

在學教之間共學共享：流動世界的教學工作坊

title: 在學教之間共學共享：流動世界的教學工作坊

打破既定認知的「宗教文化與歷史街區再生」工作坊

title: 打破既定認知的「宗教文化與歷史街區再生」工作坊

環境即是你的美學老師：美術館ing

title: 環境即是你的美學老師：美術館ing

讓身體與視線重新與場域對話：重建街修景工作坊

title: 讓身體與視線重新與場域對話：重建街修景工作坊

站在真正的老街上思考：重建街工作坊

title: 站在真正的老街上思考：重建街工作坊

Interviewing STEM Teachers' Perspective toward STEM Education in Vietnam

title: Interviewing STEM Teachers' Perspective toward STEM Education in Vietnam