DSpace community: 教育與未來設計學系

The challenges and possibilities of teacher leadership: International perspectives

Mon, 29 Jun 2026 04:05:34 GMT

title: The challenges and possibilities of teacher leadership: International perspectives abstract: The concept of teacher leadership has gained attention from educational scholars and practitioners across the globe due to its success in improving outcomes for teachers and students. The Challenges and Possibilities of Teacher Leadership explores the theory and practice of teacher leadership through a variety of international scholarly and practitioner perspectives, surveying the field of teacher leadership conceptually and practically. Each chapter in this edited collection frames teacher leadership in terms of what is next for teacher leadership, how to foster teacher leadership, the impacts of teacher leadership and how to use teacher leadership to advance social justice agendas. International scholars in teacher leadership provide a range of case studies from countries across the world, including Brazil, Hong Kong, Australia, Chile, the USA and China, to offer a critical analysis of the concept of teacher leadership in terms of local cultures, organizational structures, and socioeconomic conditions. Offering valuable perspectives, primarily from qualitative studies in the form of case studies, document analyses, and literature reviews, The Challenges and Possibilities of Teacher Leadership is a timely resource for academics, scholars, practitioners, and school leaders who are interested in creating schools where the leadership capacity of teachers is encouraged to grow, positive change is enacted, teachers are engaged and effective, and students are learning.

普通高中階段課綱深化與修訂之探析

Mon, 29 Jun 2026 04:05:31 GMT

title: 普通高中階段課綱深化與修訂之探析

Assessing the upper secondary schools’ curriculum of the 12-year basic education: a theory-driven evaluation

Mon, 29 Jun 2026 04:05:11 GMT

title: Assessing the upper secondary schools’ curriculum of the 12-year basic education: a theory-driven evaluation abstract: Given the limited empirical research applying theory-driven evaluation to curriculum reform, this study employed Chen’s change model, incorporating perspectives from implementation science, to evaluate Taiwan’s national curriculum program. The change model was formulated by integrating formal and stakeholder theories. Data from a survey of 624 upper secondary school teachers across regions were analysed using structural equation modelling. Findings indicated that leading curriculum development was the most crucial leadership action for achieving reform objectives at the school level. Teacher collaboration served as a key mediator beyond its direct effects. The results suggest that teachers collaborate and learn more effectively when schools provide substantial professional support and guidance through curriculum leadership. This study contributes to understanding the strategies school leaders can use to support reform implementation. Additionally, it highlights the feasibility and value of theory-driven evaluation in assessing national curriculum reform efforts.

與「第三位教師」共構:環境設計作為特教生社會情緒學習之藝術教育實踐

Tue, 19 May 2026 04:05:21 GMT

title: 與「第三位教師」共構:環境設計作為特教生社會情緒學習之藝術教育實踐

Mapping the evolution of teacher agency research: A bibliometric review

Tue, 19 May 2026 04:05:18 GMT

title: Mapping the evolution of teacher agency research: A bibliometric review abstract: This study examines the development of teacher agency research as a temporally evolving field from 1993 to 2024 using a periodized science-mapping approach. Bibliometric analyses of 1125 Scopus-indexed publications trace the field's geographical, thematic, and intellectual reconfiguration. Findings show that scholarship has expanded from an initial concentration in English-speaking countries to a more internationally distributed landscape, with two European research groups exerting notable influence. Thematic patterns exhibit increasing alignment with educational reform agendas. The field's intellectual structure comprises three interrelated strands: theoretical foundations, teacher research, and studies of educational change and leadership. By conceptualizing teacher agency research as a dynamic field rather than a static body of knowledge, this study provides a temporally structured mapping that clarifies its development and integrates three decades of research. It also identifies emerging areas for future inquiry, including digitalization, inclusion, and the role of teacher agency in relation to artificial intelligence and sustainability.

Contemporary Research on AI Integration for Sustainability Education within STEM and Engineering Curricula: A Systematic Mapping Review

Fri, 15 May 2026 04:05:25 GMT

title: Contemporary Research on AI Integration for Sustainability Education within STEM and Engineering Curricula: A Systematic Mapping Review

「創意盡在觀察者眼中」：基於人類評估之創造性思維測驗的LLM自動評估系統之發展

Thu, 14 May 2026 04:06:06 GMT

title: 「創意盡在觀察者眼中」：基於人類評估之創造性思維測驗的LLM自動評估系統之發展

AI 素養對大學生於生成式AI角色融入課程中之學習影響與認知差異研究

Thu, 14 May 2026 04:06:05 GMT

title: AI 素養對大學生於生成式AI角色融入課程中之學習影響與認知差異研究

Adventure as a Green Bridge: The Differential Effects of Outdoor, Indoor,and Online Gameplay on Environmental Responsibility

Thu, 14 May 2026 04:06:03 GMT

title: Adventure as a Green Bridge: The Differential Effects of Outdoor, Indoor,and Online Gameplay on Environmental Responsibility

以人為本的跨領域程式教育-整合設計思考與可能性思考縮減非資訊背景學生之數位落差

Thu, 14 May 2026 04:06:01 GMT

title: 以人為本的跨領域程式教育-整合設計思考與可能性思考縮減非資訊背景學生之數位落差

十二年國教課程變革下的協作治理：不同組織層級的探究-十二年國教課程變革下的協作治理：教育部跨系統協作的探究（2/2）

Fri, 27 Mar 2026 06:19:02 GMT

title: 十二年國教課程變革下的協作治理：不同組織層級的探究-十二年國教課程變革下的協作治理：教育部跨系統協作的探究（2/2） abstract: 本計畫之執行，結合多元觀點進行探究，豐富了協作治理之研究內涵，可嘉惠國內外學術界。而運用文化視角，呈現本土契合性的學術分析，能展現脈絡化協作治理的樣貌，有助於開拓異於西方的協作治理研究。在實務應用上，透過研究能瞭解如何讓促進變革的協作治理更有效運作，有助於教育行政系統產出有助於學校改變的促能條件。
description: 計畫編號：NSTC 111-2410-H-032-032-MY2

教改政策與學校變革場域中的能動：空間與時間維度的分析( I )

Fri, 27 Mar 2026 06:19:00 GMT

title: 教改政策與學校變革場域中的能動：空間與時間維度的分析( I ) abstract: 本計畫從多重變革場域探討結構與能動，一方面梳理教改政策之制度邏輯，另一方面則探究能動與結構如何辯證生成，此不論是對於政策執行研究或教師能動文獻，都帶來新的視域。且本計畫兼採空間與時間的分析，也拉大了研究的觀照面向。而所獲得的研究成果，將對於學校現場行動者能動的萌發與折損，有更好的掌握，有助於教育行政系統進行改革的推動。
description: 計畫編號：NSTC 113-2410-H-032-035

Implementation effect of integrating case teaching and design practice into blended learning: Analysis of students’ learning well-being, engagement, and performance.

Wed, 25 Mar 2026 04:07:56 GMT

title: Implementation effect of integrating case teaching and design practice into blended learning: Analysis of students’ learning well-being, engagement, and performance.

十二年國教普通高中課綱之探析：以素養導向與課程鬆綁為焦點

Fri, 20 Mar 2026 04:08:14 GMT

title: 十二年國教普通高中課綱之探析：以素養導向與課程鬆綁為焦點 abstract: 我國中小學各教育階段自2019年起逐年實施新課綱（簡稱2019課綱），迄今已有六年多，具有豐富的實施經驗。基層教育工作者、學者專家和社會各界都對課綱優點和特色予以肯定，也針對課綱問題及配套措施加以針砭，提出改進建言。配合社會變遷、知識創新和學生需求，課綱一定得再修訂，本書特邀國內知名學者，撰寫課綱修訂之國際經驗，檢討高中國中國小各教育階段和特殊教育課綱，分析課綱改革主題的挑戰與改進，包含核心素養、校本課程、跨域學習、多元學習、自主學習、探究實作等。全書共十五篇文章，篇篇精彩，引人入勝，學理與實務兼具，對中小學課綱之推動實施及再修訂，頗具參考價值。

教育政策與革新挑戰

Fri, 20 Mar 2026 04:07:47 GMT

title: 教育政策與革新挑戰 abstract: 對全球化浪潮、少子化衝擊、AI科技變革及社會價值重構的種種挑戰，當前教育正處於充滿不確定性的關鍵時刻。由前教育部長吳清基擔任總主編的「教育政策」系列教育新議題叢書邁入第十三輯，本書秉持「理論引領、實務驗證」之核心理念，彙整國內教育專家學者共十三篇具有深度見解及前瞻建議的論文，旨在搭建教育政策治理與教學現場的對話橋梁，共同探索教育的宏觀方向與實踐路徑。本書架構分為「教育政策」與「教育實務」兩大主軸，涵蓋回應全球衝突的「世界和平教育策略」、確保施政穩定的「教育政策法制化」、兼顧本土與國際的「雙語教育推動策略」、完善專業支持的「視導人員專業化」、縮短城鄉差距的「偏鄉教師線上教學」、激發教學動能的「教師專業領導」、權衡管理藝術的「十字架平衡領導」、創新取向的「國小校務經營」、保障學術權益的「大專教師升等救濟」、落實教育及社會共好的「師資培育之大學社會責任實踐」、開拓未來教育的「數位實驗高中創立」，以及借鏡芬蘭經驗的「AI 城市治理應用」，整體而言，本書不僅宏觀剖析政策趨勢，更提供具體實踐行動策略。無論是教育決策者、學術研究者或一線教育工作者，皆能從中獲得啟發，共同為「成就每一位孩子」的教育願景，注入持續前進的動力。

全球化衝擊下的在地回應：台北國際藝術博覽會的轉化與實踐

Tue, 17 Mar 2026 04:11:16 GMT

title: 全球化衝擊下的在地回應：台北國際藝術博覽會的轉化與實踐

賽博龐克之東方視覺元素演變與文化意義

Tue, 17 Mar 2026 04:11:15 GMT

title: 賽博龐克之東方視覺元素演變與文化意義

教育政策與實務應用

Fri, 13 Mar 2026 04:07:46 GMT

title: 教育政策與實務應用 abstract: 面對全球化浪潮、少子化衝擊、AI科技變革及社會價值重構的種種挑戰，當前教育正處於充滿不確定性的關鍵時刻。由前教育部長吳清基擔任總主編的「教育政策」系列教育新議題叢書邁入第十三輯，本書秉持「理論引領、實務驗證」之核心理念，彙整國內教育專家學者共十三篇具有深度見解及前瞻建議的論文，旨在搭建教育政策治理與教學現場的對話橋梁，共同探索教育的宏觀方向與實踐路徑。本書架構分為「教育政策」與「教育實務」兩大主軸，涵蓋回應全球衝突的「世界和平教育策略」、確保施政穩定的「教育政策法制化」、兼顧本土與國際的「雙語教育推動策略」、完善專業支持的「視導人員專業化」、縮短城鄉差距的「偏鄉教師線上教學」、激發教學動能的「教師專業領導」、權衡管理藝術的「十字架平衡領導」、創新取向的「國小校務經營」、保障學術權益的「大專教師升等救濟」、落實教育及社會共好的「師資培育之大學社會責任實踐」、開拓未來教育的「數位實驗高中創立」，以及借鏡芬蘭經驗的「AI 城市治理應用」，整體而言，本書不僅宏觀剖析政策趨勢，更提供具體實踐行動策略。無論是教育決策者、學術研究者或一線教育工作者，皆能從中獲得啟發，共同為「成就每一位孩子」的教育願景，注入持續前進的動力。

Differential effects of leadership support and teacher collaboration on teacher innovation: Evidence from Taiwan.

Thu, 05 Mar 2026 04:08:42 GMT

title: Differential effects of leadership support and teacher collaboration on teacher innovation: Evidence from Taiwan. abstract: This study opens new avenues for examining the differential effects of leadership support and teacher collaboration on teacher outcomes in the context of curriculum reform. Using a survey design, the study recruited upper secondary school teachers in Taiwan as participants and employed structural equation modeling to test the proposed relationships. The findings reveal that partially mediated models explain how administrative support is linked to two types of teacher innovation through teacher collaboration. However, emotional support is associated only with teacher innovativeness, highlighting its unique role in mobilizing teachers’ psychological resources rather than driving concrete instructional changes. Moreover, both forms of teacher collaboration, professional practice, and exchange and coordination for teaching, positively contribute to teacher innovation, albeit in distinct ways. These results suggest a strategic approach that integrates administrative and emotional support. By providing both structural and psychological resources, school leaders can address teachers’ technical needs, strengthen their professional competencies, and foster positive affective states.

From school leadership to classroom practice: The mediating roles of emotions and collaboration in curriculum reform

Wed, 04 Mar 2026 04:06:28 GMT

title: From school leadership to classroom practice: The mediating roles of emotions and collaboration in curriculum reform

跨國藝術博覽會的文化政治：以香港巴塞爾藝博會為例

Fri, 27 Feb 2026 04:07:05 GMT

title: 跨國藝術博覽會的文化政治：以香港巴塞爾藝博會為例 abstract: 藝術博覽會作為一展覽與活動事件，實為一種複雜的文化空間與符號文本，牽涉文化部署與再現政治。在全球化動力與競爭下，西方藝博會權力中心Art Basel挾帶豐沛商業能量以及全球場域的高階權力在香港建立Art Basel Hong Kong。本文透過田野研究分析ABHK的展會機制運作、篩選制度、空間政治、符號再現等面向，揭露西方跨國藝博會如何運作微觀權力，在亞洲進行符號、品味與價格的再生產，重編全球與亞洲藝術市場的秩序，顯露西方中心與資本集中之跨國世界觀，並以藝博會為媒介操弄觀眾對符號意義的判讀，致使亞洲地區藝術消費品味朝向西方偏移的傾向。

體驗未來：以多元學習方法探究學生未來意識

Wed, 14 Jan 2026 04:05:59 GMT

title: 體驗未來：以多元學習方法探究學生未來意識

Analysis of Inquiry-Based Transformation between Japan’s Social Studies Curriculum Standards and Textbooks

Tue, 16 Dec 2025 04:07:16 GMT

title: Analysis of Inquiry-Based Transformation between Japan’s Social Studies Curriculum Standards and Textbooks

Embodied Inquiry in Action: Reimagining the Pedagogy of Social Studies in Taiwan through the Time-Space Tour Guides Program

Tue, 16 Dec 2025 04:07:13 GMT

title: Embodied Inquiry in Action: Reimagining the Pedagogy of Social Studies in Taiwan through the Time-Space Tour Guides Program

Improving Oral Presentation Skills of Graduate Engineering Students with Web-based Collaborative Problem-Posing and Self/Peer Assessment

Fri, 12 Dec 2025 04:05:34 GMT

title: Improving Oral Presentation Skills of Graduate Engineering Students with Web-based Collaborative Problem-Posing and Self/Peer Assessment abstract: The increasing focus on developing students’ oral presentation skills has stimulated research on the integration of innovative learning strategies for oral presentation activities. Nevertheless, research focusing on applying innovative learning strategies to oral presentation activities in engineering courses is limited. To enhance oral presentation activities in engineering, the current study systematically integrated collaborative problem-posing strategies with self- and peer assessment into engineering statistics courses with 37 engineering graduate student participants in Taiwan. A one-group pretest-posttest quasi-experimental design was applied to investigate the effectiveness of web-based collaborative problem-posing with self- and peer assessment on engineering graduate students in engineering statistics courses. The correlations between students’ self- and peer assessment and instructors’ assessment were also examined to evaluate validity. The results indicated that the students’ oral presentation performance significantly improved after the experimental teaching of web-based collaborative problem-posing with self- and peer assessment. Nonetheless, no statistically significant improvement was identified in students’ motivation. Additionally, teacher assessments of oral presentation performance were highly correlated with peer assessments and moderately correlated with students’ self-assessments. Limitations of the present research and recommendations for future research are provided.

English medium instruction for electrical engineering education: a focus on physical computing

Fri, 12 Dec 2025 04:05:32 GMT

title: English medium instruction for electrical engineering education: a focus on physical computing

Implementation and evaluation of the school's COVID-19 prevention website

Fri, 12 Dec 2025 04:05:30 GMT

title: Implementation and evaluation of the school's COVID-19 prevention website

在變革中前行：教育領導的實踐

Thu, 27 Nov 2025 04:05:50 GMT

title: 在變革中前行：教育領導的實踐

評估人工智慧學習平台對於不同科系的大學生之學習影響-以運算思維視角

Thu, 23 Oct 2025 04:07:51 GMT

title: 評估人工智慧學習平台對於不同科系的大學生之學習影響-以運算思維視角

Development and Validation of the Online Learning Experience Scale (OLES)

Thu, 23 Oct 2025 04:07:49 GMT

title: Development and Validation of the Online Learning Experience Scale (OLES)

基於生理訊號分析個體情緒與課程創意發想之關係研究

Thu, 23 Oct 2025 04:07:48 GMT

title: 基於生理訊號分析個體情緒與課程創意發想之關係研究

From the Screen, with Love: Enhancing Social Presence through an AI- Afforded Bichronous Pedagogy

Thu, 23 Oct 2025 04:07:46 GMT

title: From the Screen, with Love: Enhancing Social Presence through an AI- Afforded Bichronous Pedagogy

學生與不同自我調節導向生成式人工智慧角色融入教育之互動及影響分析

Thu, 23 Oct 2025 04:07:42 GMT

title: 學生與不同自我調節導向生成式人工智慧角色融入教育之互動及影響分析

Incorporating PaGamO and Postgame Group Discussions into an Elementary Mathematics Course: An Experimental Study

Thu, 23 Oct 2025 04:05:57 GMT

title: Incorporating PaGamO and Postgame Group Discussions into an Elementary Mathematics Course: An Experimental Study abstract: In the current technology-driven era, digital game-based learning (DGBL) has emerged as a practical approach for enhancing mathematics achievement among young students. It is believed that digital drill-and-practice educational games can replace traditional pen-and-paper drills in mathematics education and have a better influence on incorporating postgame debriefing activities. The current study applied a quasi-experimental study mixed-method design to evaluate the differences in mathematics learning achievement and learning retention between three types of interventions of PaGamO, PaGamO with postgame group discussions, and pen-and-paper drills among sixth-grade elementary students in mathematics courses. Greater improvements were observed among students learning with PaGamO compared with traditional pen-and-paper drills. Positive perceptions of PaGamO among students were confirmed through semi-structured interviews. However, students who participated in postgame group discussions exhibited impaired learning retention, suggesting that the immediate effects of DGBL with postgame discussions are positive but that the delayed effects are adverse. Implications of the study findings and suggestions for future research are also provided for broader and practical application of PaGamO and postgame activities in educational settings.

不同程度自我導向學習者在數位學習環境中歷程的差異: 質性研究取向

Thu, 23 Oct 2025 04:05:55 GMT

title: 不同程度自我導向學習者在數位學習環境中歷程的差異: 質性研究取向 abstract: 本研究旨在探討在數位學習環境中，不同程度自我導向學習者的學習歷程之差異。研究採用質性個案研究方法，並鎖定兩個課程個案進行分析。個案課程來自二所公立大學，課程屬性為師資培育體系下的數位學習相關領域。本研究在課前先利用自我導向學習測量工具，將學生分為高和低程度的自我導向學習者。18週課程結束後進行半結構式訪談，並使用內容分析法作為質性研究工具進行資料的轉譯與分析。透過兩個個案的質性資料結果發現，高程度自我導向學習者比低程度者在主動學習、主動控制與自我效能的向度上，有更好的表現；而動機層面來看，高程度自我導向學習者的內在動機較強，低程度者則外在動機較強。建議未來設計數位學習課程時，尤其針對低程度自我導向學習者，可以嘗試提供個別化的支援和引導，以支持他們的學習。

線上學生出題策略融入工程教育之研究

Mon, 20 Oct 2025 05:11:47 GMT

title: 線上學生出題策略融入工程教育之研究 abstract: 近年工程教育研究（Engineering Education Research）已成為一個受到政府、學者與教育家重點關注的研究領域，目標旨在培養學生的問題解決能力以及與同行和專家協作等高層次能力。學生出題策略（Problem-posing）是近年受到推崇以學生為中心導向之教學/學習策略，激勵學生基於情境、材料或教學焦點生成新問題與解法，其強調從認知和情感角度促進學生主動建構知識並不斷反思以培養其問題解決能力。本研究認為此策略可提升學生在工程領域中重要的認知和情感技能，更能使其對於未來成為工程師並進入職場做準備。由於目前學生出題融入工程教育之研究和實證證據相當稀缺，亦缺乏適當的線上出題系統以符合工程課程。因此本研究希望建置適合工程領域的線上出題系統，以符合工程領域的課程設計，並實證的角度來探索此新興研究議題。本研究包含兩個案例研究（Case study），案例一為「學生出題策略融入基礎計算機概論課程」；案例二為「學生合作出題策略融入工程統計課程」。兩個案例均使用本研究所建置的線上出題系統進行實驗，並採用準實驗單組前後測設計，透過量化與質性資料的收集和分析，以共同探討與回應五個主要研究問題。除了應用多種量化工具（問卷、成績、學生作品與學生行為）進行資料收集與本研究所建構之學習框架的驗證，更透過半結構訪談法深度探索學生與教師對於學生出題策略融入工程教育的想法。研究流程包含學生出題框架設計、線上出題系統建置、教學活動設計、教學實驗與資料收集與分析與研究結果討論。研究問題一之結果顯示，本研究所建置的工程學生出題框架適用於約一半的學生(48%)，質性訪談顯示學生認為由於不同外部與內部原因而無法適用。研究問題二的分析結果顯示不論在案例一與案例二，學生的認知與情感技能皆有顯著提升，但考慮到先前的成就水平則顯示不同的進步程度。研究問題三之分析結果顯示不論是學生或老師都感受到（合作）學生出題策略融入工程教育的不同方面的學習益處以及困難點。研究問題四之量化與質性結果皆表明比起（合作）學生出題任務，學生認為參考同儕的題目更能幫助他們的學習。研究問題五的分析結果表明學生的出題能力與其學習成就及問題解決能力達到顯著相關。最後，本研究對於此新研究議題與系統建置方面，提出了研究限制與未來研究方向。

教育變革的關鍵驅力：專業能動性的探究

Wed, 01 Oct 2025 04:07:04 GMT

title: 教育變革的關鍵驅力：專業能動性的探究 abstract: 黃昆輝教授是我國現代教育行政學之父，留美返國，擔任臺師大教育學系主任兼所長，提出教育行政動態歷程說，彌補傳統教育行政靜態結構說的不足，對我國教育行政學術現代化發展，貢獻很大。黃昆輝教授在國內教育行政領域之教學、研究和服務之貢獻少有人可出其右。因傳承田培林院長、賈馥茗所長之教育愛，教導學生眾多且成才者不少：或教育部長、次長、司長、局長、處長；或大學校長、院長、系所主任、教授；或中小學校長、主任、老師；可謂作育英才，春風化雨，桃李滿門，澤被杏壇。渠出任臺北市教育局長，創辦教學參觀日、學生課後輔導，辦理音樂季、體育季等藝文活動，成立臺北市教師研習中心；出任臺灣省教育廳長，舉辦「師鐸獎」表揚優秀教師；促成「教師考績公教分途」，不受二分之一強制考核二等之限制，找回教師尊嚴；推動高中職入學考試入闈聯合命題，為偏鄉教師創辦巡迴教學班，創立中等學校教師研習會，設立孝行獎。黃昆輝教授在出任行政院陸委會主委時，推動「兩岸人民關係條例」立法，促成「辜汪會談」。擔任內政部長兼中選會主委時，完成立法「總統副總統選舉罷免法」，落實「總統人民直選」之民主政治理念。近年來，成立財團法人黃昆輝教授教育基金會，每年舉辦教育問題民調、教育學術論壇、頒發清寒學生獎助學金、表揚大愛教育獎優良教師、辦理教育叢書出版，確為當代終身教育成就的典範。

彰權益能評鑑

Wed, 01 Oct 2025 04:07:02 GMT

title: 彰權益能評鑑 abstract: 本書為社團法人臺灣地方教育發展學會學術叢書之一，由國內外教育評鑑實務經驗豐富的十多位大學教授共同執筆，涵蓋教育評鑑的基礎、理論與模式、教育評鑑實務、教育評鑑重要議題。資料新穎，討論深入，是關心教育評鑑發展者的重要參考資料。先進國家對教育評鑑相當重視，以促進公共資源有效應用，保障師生權益，精進教育與政策專業。反觀國內，對教育評鑑的誤解甚多，實施不當，妨礙了公共資源的有效應用，師生權益保障，及教育與政策專業的精進，影響教育專業形象。教育不能只問耕耘，不問收穫，教育評鑑讓教育人員的耕耘更有價值與方向。本書詳細說明教育專業的理論與模式，並剖析其在機構評鑑、人員評鑑、課程評鑑、方案評鑑的應用，值得教育人員細讀反思。

教育部跨系統協作機制試行計畫之回顧

Wed, 01 Oct 2025 04:07:00 GMT

title: 教育部跨系統協作機制試行計畫之回顧 abstract: 《課程協作與實踐》專刊第六輯，內容包括：第一篇「協作機制運作篇」，從課綱協作治理的反思與展望到教育部跨系統協作機制試行計畫之回顧與展望；第二篇「資料驅動教育治理跨系統協作機制與運作篇」，從國家教育研究資料庫之建置、加值應用與展望到資料驅動教育治理之跨系統協作；第三篇「課綱深化科技領導與數位學習篇」，從數位學習與科技領導實踐到面向未來與課綱深化，落實科技領導，善用數位科技提供優質均等教育；第四篇「中央地方學校輔導協作支持深化篇」，從十二年國教課綱在學校層級之政策落實調查研究到深化地方支持系統以精進學校課綱實踐與教師社群動能；第五篇「課綱研發與審議機制篇」，從十二年國教課綱研修與審議機制之回顧與展望到課程綱要研發與審議機制的檢討與修調；第六篇「未來思考與協作」，則是協作的刻意練習。

Effect of real-world problem-posing strategy on engineering college students’ cognitive and affective skills

Mon, 22 Sep 2025 04:07:38 GMT

title: Effect of real-world problem-posing strategy on engineering college students’ cognitive and affective skills abstract: Contribution: This study systematically developed an educational learning framework titled “Real-world problem-posing strategy with engineering problem-solving” to facilitate engineering college students’ learning. This study evaluated the effect of the developed learning framework on engineering college students’ engineering problem-solving skills and learning motivation. Background: The incorporation of a student-centered learning approach into engineering education is gaining considerable attention for improving the quality of undergraduate engineering courses. A problem-posing strategy should be incorporated into engineering courses because it may positively affect students’ cognitive and affective skills. Research Question: 1) Is there a significant improvement in engineering college students’ learning achievement after the real-world problem-posing strategy with engineering problem-solving? 2) Is there a significant improvement in engineering college students’ engineering problem-solving skills after real-world problem-posing strategy with engineering problem-solving? 3) Is there a significant improvement in engineering college students’ learning motivation after real-world problem-posing strategy with engineering problem-solving? 4) To what degree are problem-solving skills and the quantity of posed problems correlated? Methodology: The framework of real-world problem-posing strategy with engineering problem-solving was integrated into computer architecture courses for eight weeks. Quantitative measurements were used to evaluate the effectiveness of the framework on engineering undergraduates’ learning. Findings: The results revealed a significant improvement in students’ engineering problem-solving skills and learning motivation. A significant moderate correlation was found between engineering problem-solving skills and the quantity of posed authentic engineering problems. In addition, the real-world problem-posing strategy with engineering problem-solving had a greater impact on high-achieving students’ cognition than on low-achieving and medium-achieving students.