DSpace collection: 期刊論文

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。

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.

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.

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

臺灣高中職學生之國家意象及國家認同對其世界公民素養影響之研究

title: 臺灣高中職學生之國家意象及國家認同對其世界公民素養影響之研究 abstract: 本研究採用問卷調查，以了解臺灣高中職學生的國家意象、國家認同和世界公民素養之現況，並據此考驗三變項間之關係。問卷資料經由統計分析考驗後，獲致以下主要結論：一、學生抱持的國家意象會影響國家認同之型塑，尤以產業生活、文化和公民社會三變項的影響力最高。二、學生抱持的國家認同會影響世界公民素養之型塑，尤以文化認同和族群認同兩變項的影響力最高。三、學生抱持的國家意象會影響世界公民素養之型塑，尤以文化、歷史和生態資源三變項的影響力最高。四、學生抱持的國家意象及國家認同對世界公民素養的總預測效果高於國家意象對世界公民素養的單獨效果。

跨領域研究社群的實施與創新：以教學策略之AI推薦系統研究社群為例

title: 跨領域研究社群的實施與創新：以教學策略之AI推薦系統研究社群為例 abstract: 跨領域教學與研究是當前重要發展趨勢，而組成跨領域研究社群進行深度的專業對話，有助於擴大研究視野與創新。因此，本文先探討跨領域研究社群的優點、實施策略，再進一步分享研究者與跨領域教師組成之跨領域社群的運作歷程與經驗，包括進行AI當前應用概述及發想AI在教學應用的共同主題、討論「教學策略之AI推薦系統」之目的與方法、討論「教學策略之AI推薦系統」之教學策略與學習效果指標、進行「教學策略之AI推薦系統」之資料分析等。據此，建議未來進行跨領域研究社群時，可從建立關係與專業對話中發想共同研究主題、討論跨領域研究目的與方法、規劃蒐集研究樣本資料的工具或指標、資料分析及提出研究成果等歷程，進行深度專業對話及教學與研究的創新。

新住民學生人際網絡、自主學習策略與學習表現關係之探究

title: 新住民學生人際網絡、自主學習策略與學習表現關係之探究 abstract: 新住民學生的學習一直是國內學界關注的重點，各種角度的探討提供了許多解釋現象的依據，然而，透過大型資料系統性地分析仍較缺乏。本研究以臺灣學生學習成就評量資料庫之資料分析，了解八年級新住民學生與非新住民者在人際網絡、自主學習策略與學習表現的差異，並探討人際網絡、自主學習策略與學習表現的關係。由資料庫採分層叢集取樣抽取學校，再採簡單隨機抽取學生個人之二階段隨機取樣方式，進行全國性樣本施測。本研究從中篩選出新住民學生問卷610份及非新住民學生問卷7,744份。經由探索性因素分析形成各變項的因素結構，再進行多變量變異數分析與結構方程模式分析。研究發現：首先，新住民學生在訊息處理策略、認知調整策略與連結策略層面，呈現較低的自主學習策略。其次，新住民學生在家人關係與同儕關係層面，具有較弱的人際網絡。第三，新住民學生在個人學習表現與小組學習表現層面，顯現較低的學習表現。最後，新住民學生的人際網絡與自主學習策略，對學習表現具有重要影響，且人際網絡亦會經由自主學習策略，間接影響學習表現。本研究的發現可提供相關教育單位做為改善新住民學生學習之參考。

社會設計，以分享一個學習型城市作為前提

title: 社會設計，以分享一個學習型城市作為前提

評社區營造新局面：探討如何共同生活

title: 評社區營造新局面：探討如何共同生活 abstract: 在全球化、城镇化、金融危机等的影响下,当代人的生活方式不断转变,在城市愈发拥挤、持续扩张的同时,许多乡村却面临着已经＂空掉＂或将要＂空掉＂的危机,这种城乡移民现象及其带来的土地性质变更使得城乡之间的界线愈发模糊。在此种现状面前,我们试图借助＂社区营造＂手法,并将＂社区＂的定义扩充至城乡、城际尺度,统筹考虑大尺度范围内的生活营造。受访者黄瑞茂结合其20余年的社区营造经验,发表了其对于认同感、公众参与、设计师角色等议题的看法。其提出,随着时代的发展,设计师们关注的重点已由＂这是我们所期望的生活空间吗＂,转变为＂我们需要怎样的生活方式＂,并进而转向＂我们要如何共同生活在一起＂,形成了社区营造的新局面。

Using online peer feedback through blogs to promote speaking performance

title: Using online peer feedback through blogs to promote speaking performance abstract: To extend the recent growth of literature on using peer feedback through blogs to enhance students’ speaking performance, this study investigated the effects of online peer feedback via blogs on the speaking performance of college students studying English as a Foreign Language (EFL). Participants comprised 45 EFL college students, from two classes English Conversation and English Listening and Speaking, who were required to practice English speaking by recording a series of video clips and giving/receiving peer feedback on their speaking performance. Students also reflected on their experiences at the end of the semester. The collected data included the students’ scores on their first and final video clips, their blog entries, and their self-reflection sheets. Based on the differences in scores on their first and final clips, the students were classified into groups who made more progress (MP) and less progress (LP) respectively. After receiving peer feedback through blogs, only the MP group showed significant progress in the development of the content of their videos, including introduction, supporting points and conclusions while both groups showed significant improvement in the delivery area except for vocabulary use and grammar. It was also found that those responding more actively to peers’ problematic feedback gained more progress in the revised clips. Several pedagogical implications are also discussed.

Fostering EFL teachers' CALL Competencies Through Project-based Learning

title: Fostering EFL teachers' CALL Competencies Through Project-based Learning abstract: Project-based learning (PBL), a learning-by-doing practice, has been used for enhancing English as a Foreign Language (EFL) students’ language skills. However, the extent to which and how EFL teachers develop or improve Computer-Assisted Language Learning (CALL) competencies while experiencing PBL remain unexplored. For this study an 18-week PBL project was designed to improve EFL teachers’ CALL competencies. A total of 12 EFL prospective teachers were recruited to participate in a sequence of activities: class observations, group discussions, and the design of lesson plans. Pre- and post- TPACK (technological pedagogical content knowledge) surveys were administered to measure participants’ improvement of CALL competencies. Qualitative data, including class observation notes, lesson plans, group discussion records, and reflective essays, were collected to triangulate and complement survey results. The survey results showed that the prospective teachers demonstrated higher levels of CALL competencies after the PBL project. Using the qualitative data, this study explicitly documented the benefits which prospective teachers may obtain and the problems they may face when participating in a PBL project. The findings can help future teacher educators understand how to design and implement effective teaching training for CALL competency development.

經濟弱勢學生目標設定、認知負荷與學習意志力之研究：以台北市與新北市國小為例

title: 經濟弱勢學生目標設定、認知負荷與學習意志力之研究：以台北市與新北市國小為例 abstract: 本研究實施問卷調查，以瞭解經濟弱勢學生在目標設定、認知負荷與學習意志力的現況及其與非經濟弱勢者的差異，並探討目標設定與認知負荷對學習意志力的關係。本研究依各區分層取樣，回收問卷經濟弱勢學生208份及非經濟弱勢學生1965份。研究發現一些重要結論，首先，經濟弱勢學生在目標接受與目標承諾層面，呈現較低的目標設定。其次，經濟弱勢學生在心智負荷與時間負荷層面，具有較高的認知負荷。第三，經濟弱勢學生在意識注意控制與內隱注意控制層面，顯現較低的學習意志力。最後，經濟弱勢學生的目標設定與認知負荷，對學習意志力具顯著影響，且目標設定還會經由認知負荷間接影響學習意志力。

學習者中心取向教材設計之規準與案例分析─以美國社會教科書為例

title: 學習者中心取向教材設計之規準與案例分析─以美國社會教科書為例 abstract: 本文採取課程鑑賞取徑，尋繹學習者中心的理論根源，探討相關理念論述，藉以歸納學習者中心教材設計之規準，包括五大面向24項規準。復援用此規準，以Pearson出版之國小社會教科書為對象，進行教材案例鑑賞。本文歸結出五點學習者中心教材設計作法：一、不同作用的各式教材設計元件，可安排來引導學習者中心的學習方向或墊基後續學習重點；二、單元核心問題是貫穿單元學習的主要軸線，課程內容與評量設計皆與其密切扣連；三、多樣化及多層次的學習素材和活動，可用以拓展學習者學習之廣度及深度；四、各式閱讀理解技能可嵌入課文內容和學習活動設計中，以磨練學習者的思考力；五、學習者中心取向的教材設計，須以增進學習者為主體的課室教學與學習為主要考量。

日本小學校社會教科書

title: 日本小學校社會教科書 abstract: 《十二年國民基本教育課程綱要──社會領域（草案）》（以下簡稱社會領綱）有多處貫串出國民小學社會領域核心素養，首先在「領域核心素養」中明確揭示具體內涵，包含自主行動面向之「社-E-A1 認識自我在團體中的角色，養成良好的態度與價值觀，並探索自我的發展」、「社-E-A2 關注生活問題及其影響，敏覺居住地方的社會、自然與人文環境變遷，並思考解決方法」及「社-E-A3 探究人類生活相關議題，規劃學習計畫，並在執行過程中，因應情境變化，持續調整與創新」

從中小學的教材教法談課綱的未來想像

title: 從中小學的教材教法談課綱的未來想像

A review of design-based research

title: A review of design-based research

Integrating reciprocal teaching in an online environment with an annotation feature to enhance low-achieving students’ English reading comprehension

title: Integrating reciprocal teaching in an online environment with an annotation feature to enhance low-achieving students’ English reading comprehension abstract: Reciprocal teaching (RT) has been used to improve English as Foreign Language (EFL) students ’ reading comprehension in face-to-face instruction. However, little was known about how they use the RT to comprehend English texts in an online environment. This study explored how the implementation of RT strategies with the use of an annotation tool to improve low-achieving students ’ English reading comprehension in an online environment. A total of 22 low-achieving EFL students participated in this study. The pre- and post- reading comprehension tests showed that the students ’ English reading comprehension improved after practicing RT strategies with annotation tools. Questioning and predicating strategies were ranked as the two most useful strategies, as both promoted successful collaborative reading among students. Summarizing and clarifying were less useful than questioning and predicting strategies because the low-achieving EFL students faced language difficulties when summarizing and clarifying. The annotations supported RT strategies by (1) establishing a collaborative environment for students to discuss RT strategies any time, (2) organizing and indexing reading content in multimodal forms, and (3) helping students review and revise their comprehension.

Concept-mapping tools and the development of students' critical-thinking skills

title: Concept-mapping tools and the development of students' critical-thinking skills

Promoting different reading comprehension levels through online annotations

title: Promoting different reading comprehension levels through online annotations abstract: Previous studies have evaluated reading comprehension as the general understanding of reading texts. However, this broad and generic assessment of reading comprehension overlooks the speciﬁc aspects and processes that students need to develop. This study adopted Kintsch’s Construction Integration model to tap into reading comprehension at different levels and investigated how English as a foreign language (EFL) students beneﬁt from online annotations to scaffold reading comprehension. Fifty EFL students participated in this study and the data collected included (1) the pre- and post-test assessments in reading comprehension levels, (2) the students’ online annotations on reading texts, and (3) the discussion transcripts from an online discussion forum. The results from the ﬁrst two data sources (1 and 2) were the data-sets used to investigate the inﬂuence of the annotation types on reading comprehension levels. The third data source was the data-set used to probe into the process of how students beneﬁted from annotation types to reach different levels of reading comprehension. Four types of online annotations were frequently used by the students while reading online, including (1) marking vocabulary, (2) adding Chinese explanatory notes to unknown vocabulary, (3) marking text information, and (4) adding summary notes to each paragraph. Different frequencies of using the four types of online annotations resulted in three different comprehension levels: surface-based, text-based, and situation-based levels. Marking vocabulary and adding Chinese explanatory notes helped scaffold the students' learning to achieve surface comprehension levels to facilitate recognition and meaning of unknown vocabulary. Marking text information and in particular, the adding of summary notes to each paragraph were the core annotations that helped students comprehend the online text in text-based and situation-based levels. EFL teachers can guide students to use online annotations to different extents in order to deepen their reading comprehension.

Scaffolding wiki-supported collaborative learning for small-group projects and whole-class collaborative knowledge building

title: Scaffolding wiki-supported collaborative learning for small-group projects and whole-class collaborative knowledge building abstract: While educators value wikis’ potential, wikis may fail to support collaborative constructive learning without careful scaffolding. This article proposes literature-based instructional methods, revised based on two expert instructors’ input, presents the collected empirical evidence on the effects of these methods and proposes directions for future refinements. The instructional methods were implemented by an expert instructor teaching a 12-week 68-student undergraduate design class in Canada. Data were collected from observations, interviews and content analysis of wikis. The findings revealed that in small-group project (SGP), the wiki instructional methods enhanced collaborative learning with most instructional methods derived from cooperative learning, but in whole-class collaborative knowledge building (CKB), the wiki instructional mehtods failed to turn the class into a self-sustained learning community after the scaffolding faded. We conclude that the genre of wikis should be different for SGP and CKB.While the students easily adopted the ‘reproduced’ genre of wikis for SGP with familiar tasks, they felt overwhelmed or resistant to the unfamiliar ‘emergent’ genre of wikis for CKB in massive collaborative constructive learning. Therefore, we propose that future refinements for wiki-supported CKB should focus on providing students scaffolding for intersubjectivity (understanding collaborative constructive learning) and transfer of responsibility (developing autonomy).

日本中學校歷史教科書

title: 日本中學校歷史教科書

美國數學教科書

title: 美國數學教科書

素養導向教材設計-理念與實踐

title: 素養導向教材設計-理念與實踐

書評學習個人化—當代教室的演化

title: 書評學習個人化—當代教室的演化

論壇素養導向教材設計理念與實踐—日本中學校自然教科書

title: 論壇素養導向教材設計理念與實踐—日本中學校自然教科書 abstract: 研究者認同自然領域領綱草案（2016）中指出現行九年一貫課程自然領域國中教科書的問題──國中與高中自然教科書偏重知識概念，缺乏科學探究與態度的學習設計，以及使用認知概念描述的模式編輯，內容過多且零碎，缺乏發展核心概念的精神。本研究藉由分析日本中學自然領域教科書一單元為例，探討素養導向的自然中學教科書設計的原則。

多元文化取向「認識新住民」之課程大綱建構

title: 多元文化取向「認識新住民」之課程大綱建構 abstract: 本研究旨在建構一套適用於幼兒園至終身學習階段的多元文化取向「認識新住民」課程大綱（以下簡稱課程大綱），提供未來發展適切的認識新住民課程教材之依據。本研究主要採德懷術為研究方法，以20 位相關的學者專家為對象，進行三回合的問卷調查以凝聚共識，完成建構工作。本研究所建構之課程大綱具有以下屬性：一、課程大綱包括4 個主題軸、12 項主要概念及36 條能力指標。二、課程大綱主題軸為：「多元覺知」、「族群關係」、「文化探究」、「社會正義」等4 個主題軸。三、課程大綱核心概念有：「跨國現象」、「文化多樣性」、「族群價值與貢獻」、「理解與認同」、「尊重接納」、「族群關懷」、「文化價值」、「跨文化學習」、「文化素養」、「偏見與歧視∕文化剝奪」、「公民權」及「正義人權」等12 項主要概念。四、課程大綱的36 條能力指標，以能力進階分為「基礎、中階、高階」等三層級，並參據認知歷程向度及情意向度層次加以檢視，以發展出具有區隔力之進階性指標。五、課程大綱係參照公民行動取向課程模式發展出來的，具有公民行動精神。六、課程大綱係參照多元文化課程教學原理發展，符合多元文化精神。

社會設計做為公民教育的實踐模式：一所國小的案例分析

title: 社會設計做為公民教育的實踐模式：一所國小的案例分析 abstract: 社會設計是改善人類福祉與生活的設計過程，以「人的需求」和「生活型態」為出發點，解決多數人民或社會必須面對的問題，並且發揮實質的影響力。社會設計重視社會問題解決的旨趣與反省實踐取向的公民教育是一致的。本研究採取設計研究法，引進社會設計的思考與行動模式，與新北市淡水區忠山國小進行課程協作，以改造校園內「忠山小棧」為實踐方案，透過理論與實踐的連結，檢視社會設計做為學校公民教育實踐模式的落實情形，進而探究實踐者在參與方案後公民資質的改變，以及研究者參與其間獲得的學習成長，並且根據實踐結果提出社會設計做為公民教育實踐模式的調整建議。本研究的主要發現為「忠山小棧」的社會設計實踐方案能涵育實踐者的公民資質，包括公民知識、公民德行與公民參與能力等面向。此外，基於研究結果與參與者回饋，本研究將融入本社會設計實踐方案的設計思考模式，由線性模式調整為循環模式。

《臺灣新意象》教材設計與發展之實踐智慧

title: 《臺灣新意象》教材設計與發展之實踐智慧 abstract: 本文探討《臺灣新意象》教材設計與發展團隊在自編教材的歷程中援引「溝通的反思性」、「自主的反思性」與「後設的反思性」等心智模式的軌跡，並且從中精粹出這個以自編教材為主題的大型計畫背後，如何整合資源的運作智慧及課程設計與發展的智慧。本研究從《臺灣新意象》教材設計與發展的歷程中精煉出七項實踐智慧，其中包含資源整合的四項智慧及課程設計與發展的三項智慧。

Do we click in the right way? A meta-analytic review of clicker-integrated instruction

title: Do we click in the right way? A meta-analytic review of clicker-integrated instruction abstract: Clickers, formerly known as instant response systems, have gradually become an integral part of the classroom. Though several reviews on research into clicker-integrated instruction have been published within this decade, the controversy over whether clicker-integrated instruction is effective to enhance students' learning gains has not been settled because the early reviews mainly focus on students' perceptions toward and acceptance of clicker-integrated instruction. Furthermore, so far there is no consistent and clear framework to explain why the use of clickers is effective or ineffective to facilitate academic learning outcomes. Based on the literature from the 1970s to the early 2010s, this review article identifies and summarizes the theoretical aspects accounting for possible relations between clicker-integrated instruction and academic learning outcomes. The theoretical aspects are subsequently evaluated and expanded in reference to primary studies. The results suggest that the superior effect of clicker-integrated instruction, compared to conventional lectures, stands on firm empirical ground. In addition, engaging students in explaining and justifying their answers to clicker questions is highly recommended because such an instructional strategy is associated with positive and strong effect sizes on academic learning outcomes.

為學習而設計：提升學習體驗的教學設計

title: 為學習而設計：提升學習體驗的教學設計 abstract: 從事與教育領域相關的工作者，不論是中小學或大專院校教師，或是在企業或社會機構從事教育培訓工作者，除了專業領域相關知識的專業培養外，都迫切的需要瞭解人們是如何學習的，以滿足學習或工作上的需求。面對全球化及知識社會的發展趨勢，學習已成為每個人每日不論生活中或工作中皆需面臨的議題。我們生活在資訊知識社會的發展中，學習的需求已不僅僅侷限在學校環境的正式課程中，學習的模式也不再僅是單向性的傳輸。相反的，學習與教學是相互交錯的，每個人每天都扮演著學習者與教學者的角色。Julie Dirksen 所寫的《為學習而設計》（Design for How People Learn）這本書，是一本寫給所有對學習感興趣的人閱讀的書，它提供人們知曉什麼是學習，及如何能學習得更好與更有效率。

台灣高等教育各學門實施前段不分系課程的知識理念探討-全球化知識生產模式轉變之分析

title: 台灣高等教育各學門實施前段不分系課程的知識理念探討-全球化知識生產模式轉變之分析 abstract: 近年來，「大一不分系」或「大學分院不分系」的議題不斷在臺灣高等教育的法制與政策上引起廣泛的討論與關注。2007年以來，臺灣已有第一波大規模的大學前段不分系實踐，2008年的大學招生中有更多院校科系加入不分系招生的實踐，再再顯示此趨勢成為當前我國高等教育課程理念與實踐的重要論述，亟需加以探討。從全球化知識論述的觀點來看，Gibbons、Limoges與Nowotny（1994）提出了在全球化脈絡下知識產生了從「知識生產符碼一」（mode 1）到「知識生產符碼二」（mode 2）的變遷。當前臺灣的大學部課程有一股走向學科領域界限模糊的趨勢－大學前段不分系的制度改革，正可由全球化知識生產模式轉變為「跨學科」的典範來分析。本文研究的目的有四。一、從全球化知識生產模式轉變的理念來論述大學跨學科制度的課程實踐。二、探討臺灣高等教育實施大學前段不分系政策的課程理念與全球化知識生產的關聯。三、從2007年各學門實施前段不分系的設立宗旨來分析其中全球化知識生產模式轉變的意義。四、從教授訪談來分析各學門實施前段不分系的知識信念，並探討其與模式二知識之關係。本文希望藉由此大學部課程實踐與知識信念脈絡性的分析與探究，提供未來各大專院校課程實施之借鏡。本文研究方法上主要採取訪談法，來探究不同學門實施前段不分系的知識信念。並輔以對其設立宗旨之文件分析來探討其中的全球化知識生產之意義。在研究對象上，作者選取2007年電機資工學門、理學院學門、法律學門、管理學門、語文學門、傳播學門、人文社會學門、景觀遊憩、生物科技、藝術設計學門等已實施前段不分系的機構中，並從關鍵教授訪談來探究各學門共同面臨全球化知識生產模式轉變的知識信念，並進一步分析各學門實施前段不分系的理念。本文主要研究發現如下：一、從設立宗旨看各學門實施前段不分系的理念與全球化知識生產的關係在實施理念與知識信念方面，臺灣第一波大學前段不分系各學門實施前段不分系的理念主軸為強化實作性並培育跨領域的整合人才，此注重實務的創新與整合，基本上正是一種Mode二的全球化知識生產模式。二、各學門教授對於前段不分系的知識信念大致可歸納為下列五種臺灣第一波大學前段不分系的實踐以來，教授的知識信念大致可歸納為下列五種：一、學門本身透過知識的串接，預期在實務界會更有競爭力，有其市場需求；二、學門知識本身較純理論性，需要與其他專長領域連結，增加其實作性；三、學門本身知識有很多共通的基礎知識，領域界限在模糊中；四、希望學門的大學生在大學前段先有通識素養；五、有意識到學門領域畢業後學生需要面對複雜的人事物，因此需要在大學階段了解其它領域的知識；整體而言正是跨學科與實作性兩大知識信念，與全球化模式二的知識生產是相呼應的。 The issues of ”declaration of majors in sophomore or junior Year” and ”college allocation only, no major specified in universities” have, in recent years, brought a widespread discussion and considerable concern to higher education in terms of laws and policies in Taiwan. In 2007, a string of revolutionary policy of ”enrollment without major specification” was adopted by some colleges and universities. It was the first large-scale practice of ”non-major specification for the first half of university courses.” Since then, more schools following this trend has become a critical issue in curriculum in Taiwan higher education and attracted research interest for further studies.From the perspective of global discourse on knowledge, Gibbons et al. (1994) argued that the form of knowledge production had turned into Mode 2 from Mode 1 under the globalization context. Based on this, the trend of ”non-major specification for the first half of university courses” conducted in Taiwan, blurring the boundaries of disciplines, can also be examined as a transformation of knowledge production from a mode of globalization into a paradigm of inter-discipline.Four purposes have been tried in this paper. First, the curriculum practice under the inter-discipline policy is discussed from the perspective of transformation of global knowledge production. Secondly, the correlation between the policy of ”non-major specification for the first half of university courses” and the production of global knowledge is analyzed. Then the meaning of transformation of knowledge production from the adoption of ”non-major specification for the first half of university courses” in Taiwan is examined. Finally, the relation between the concept of knowledge behind ”non-major specification for the first half of university courses” policy and Mode 2 knowledge production is explored from the professors' interviews.The research method consists of interviewing and document analysis. The documents analyzed come from the disciplines which have adopted ”non-major specification for the first half of university courses”. Professors from these disciplines were also interviewed.The main findings include several facets. First, for the correlation between the policy of ”non-major specification for the first half of university courses” and the production of global knowledge, the policy adopted belongs to Mode 2 knowledge production as the policy aims to cultivate students' ability of innovation and integration of knowledge from various disciplines.For the concept of knowledge the interviewees have with ”non-major specification for the first half of university course,” five types were found. First, the students with combined knowledge become more competitive and welcomed in the workplace. Secondly, connecting theoretical knowledge with practical skills in various disciplines are strongly required. Thirdly, common knowledge in different disciplines remains and blurs the boundary among them. Furthermore, students receive more liberal arts education during the first half of undergraduate curriculum. Finally, students have to learn knowledge of other disciplines to cope with the requirement in their career. In sum, the concept of knowledge toward inter-discipline and practical learning corresponds with Mode 2 knowledge production.

他者的歷史殤慟─兩岸中學社會科教科書中猶太大屠殺議題之敘寫與啟思

title: 他者的歷史殤慟─兩岸中學社會科教科書中猶太大屠殺議題之敘寫與啟思 abstract: 本研究主要探討臺灣及中國大陸國中及高中歷史及社會科教科書中如何敘寫猶太大屠殺，採內容分析法對教科書內容進行分析並提出反思與編撰建議。研究發現兩岸教材的內容編排與文本設計：可增加重要事件與符號、多提供一手資料增加具體認知、敘事角度與立場、圖照片的使用可更多元平衡、增加對戰後可能的影響與相關因應措施等思考；此外，建議臺灣的教科書對於歷史脈絡及原因應更具體、掌握定義與重要概念、猶太大屠殺議題除了放在補充資料，也應在主文敘及、增加探究活動與討論問題，引發歷史意識及深度思考。最後從課程組織、敘事角度、論述觀點、活動設計分別提出省思，希望從猶太大屠殺議題反省教科書設計問題，並思考更深層學習歷史的意義，批判反省種族滅絕的根源，及和平與人權價值探討的重要，裨益國際公民素養的培育。 This paper explores how secondary school history and social studies textbooks in both Taiwan and Mainland China narrate the Holocaust. It employs content analysis to review the textbooks and brings up reflections and suggestions. Suggestions for both textbooks include increasing significant events and signifiers, adding more primary data for better understanding, embedding diverse perspectives, putting more consideration into the use of pictures and images, and discussing post-war impact and relevant measures that the government took. Taiwan’s textbooks should provide more concrete historical contexts and causes of events that focus more on definitions and important concepts. The Holocaust and related issues should be included in the main text, not only in supplementary statements. Inquiry and discussion of the issues should also be added to increase historical consciousness and encourage depth of thought. Ultimately, this paper shows our reflections on curriculum organization, narrative views, discourse types, and instructional activity designs. With the Holocaust and relevant issues, we attempt to rethink the problems of textbook design, to seek deeper meaning of history learning, and to criticize the origins of genocide and the importance of investigating peace and human rights, so as to promote the cultivation of international citizenship.

智慧良語-轉化人心

title: 智慧良語-轉化人心