DSpace collection: 會議論文

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

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

「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

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.

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

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

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

Designing and Implementing a Collaborative Inquiry- Oriented Teaching Program on Food Justice Issues.

Thu, 15 May 2025 04:05:26 GMT

title: Designing and Implementing a Collaborative Inquiry- Oriented Teaching Program on Food Justice Issues.

什麼是「探究與實作」教學？國小社會領域大航海時代的教材分析

Fri, 25 Apr 2025 04:05:29 GMT

title: 什麼是「探究與實作」教學？國小社會領域大航海時代的教材分析

以臺灣歷史人物為主題之參與式探究任務的設計與實踐

Fri, 25 Apr 2025 04:05:27 GMT

title: 以臺灣歷史人物為主題之參與式探究任務的設計與實踐

以地方設計實作培養學生創意自信與學習責任之能力

Thu, 20 Mar 2025 04:10:12 GMT

title: 以地方設計實作培養學生創意自信與學習責任之能力

促進學習的學校續航力探究架構與工具：生態系統觀點

Thu, 20 Mar 2025 04:10:10 GMT

title: 促進學習的學校續航力探究架構與工具：生態系統觀點

Assessing the 12-Year Basic Education Curriculum Program in Upper Secondary Schools: An Application of the Change Model

Mon, 11 Nov 2024 04:06:02 GMT

title: Assessing the 12-Year Basic Education Curriculum Program in Upper Secondary Schools: An Application of the Change Model abstract: To nurture students' future-ready competencies, global curriculum reform has been initiated, with Taiwan implementing new curriculum guidelines for 12-year basic education in 2019. These guidelines prioritize student-centered learning and emphasize three key concepts: taking initiative, engaging in interaction, and seeking the common good. Empowering schools with autonomy over curriculum governance, the reform encourages collaborative teacher efforts in curriculum development. This study employed a change model evaluation approach, creating a program theory to elucidate how the program yields results, to assess the 12-year basic education curriculum program in Taiwanese upper secondary schools. We integrated insights from social science research and stakeholder input to develop causal assumptions of the change model. The model identified administrative support and emotional support as intervention factors, teacher collaboration and self-efficacy as mediating determinants, and school curriculum quality as the outcome variable. Our aim was to examine the causal linkage among interventions, determinants, and outcomes. Through a survey design employing stratified cluster sampling, 624 out of 640 teachers from upper secondary schools across various geographical regions and sizes in Taiwan responded to an online questionnaire. Structural equation modeling analysis revealed that school administrative support was positively associated with school curriculum quality, and its effects on enhancing curriculum quality were also mediated by teacher collaboration and self-efficacy. Emotional support did not directly affect school curriculum quality; instead, its effects were contingent upon teacher efficacy. These findings underscore the significance of administrative support as a pivotal intervention, directly and indirectly linked to curriculum outcomes. Since emotional support did not directly contribute to substantial assistance in teachers' collaborative curriculum design efforts, its relationship with the outcome was indirect, emerging only when teacher efficacy was activated. Based on these findings, suggestions were provided for evaluation theory and educational practices.

The Power of Collective Leadership in Overcoming Educational Challenges and Uncertainties

Mon, 11 Nov 2024 04:05:59 GMT

title: The Power of Collective Leadership in Overcoming Educational Challenges and Uncertainties

Leading school change: Practice of networked improvement communities

Fri, 20 Sep 2024 04:10:50 GMT

title: Leading school change: Practice of networked improvement communities

Shared leadership: Teachers' and principals' perceptions match and the consequences for teacher satisfaction and autonomy.

Fri, 20 Sep 2024 04:10:46 GMT

title: Shared leadership: Teachers' and principals' perceptions match and the consequences for teacher satisfaction and autonomy.

Enhancing teacher innovation in curriculum reform contexts through school support

Fri, 20 Sep 2024 04:10:42 GMT

title: Enhancing teacher innovation in curriculum reform contexts through school support

How shared learning-centred leadership facilitates teacher learning

Fri, 13 Sep 2024 04:06:11 GMT

title: How shared learning-centred leadership facilitates teacher learning abstract: In a context of educational decentralization, school leadership encompassing different sources of leadership is significant for school performance. This study investigated the effects of principals and teachers as sources of learning-centred leadership on teacher learning. To this end, a survey research design was employed to collect data from junior high school teachers in Taiwan. The study suggested that teacher learning was most prevalent among schools with high levels of principal and teacher leadership. Additionally, principals’ promoting teacher involvement in curricular and instructional improvement, teacher-led support of colleagues’ professional development and the initiation of peer-to-peer discussion among teachers were identified as powerful facilitators for collaborative teacher learning.

教育改革所為何來？

Fri, 13 Sep 2024 04:06:07 GMT

title: 教育改革所為何來？

學校治理促能系統的探究層級與觀點

Fri, 13 Sep 2024 04:06:01 GMT

title: 學校治理促能系統的探究層級與觀點

中央層級課綱推動之跨系統協作：協作與調適之開展

Fri, 13 Sep 2024 04:05:57 GMT

title: 中央層級課綱推動之跨系統協作：協作與調適之開展 abstract: 當今公共議題日益複雜，協作治理成為新公共治理思潮下的產物，而教育部為有效推動十二年國教課綱所進行的師資課程教學與評量之跨系統協作，即為一例。在此治理機制中，透過結構性安排、領導、知識互動與社會學習的協作動態，涵育與萌生了制度調適。本研究之目的即在探討跨系統協作之協作動態與隨之而生的調適。在研究方法上，採文件分析與訪談。本研究發現，教育部跨系統協作的運作，在多元行動者參與決定的過程中，涵攝了成員在可含納多元聲音的制度設計下，透過彼此對話、互動與集體行動，開展了領導、知識互動與社會學習。而在協作中的制度設計、領導、知識互動與社會學習也因應情境條件與行動者特質的改變或需求而進行調適。

美國南海自由航行權之國際政治分析

Mon, 29 Jan 2024 04:05:35 GMT

title: 美國南海自由航行權之國際政治分析

Challenges of Low English proficiency subject teachers in integrating English into subject courses in an English as Foreign Language country.

Tue, 08 Aug 2023 04:06:01 GMT

title: Challenges of Low English proficiency subject teachers in integrating English into subject courses in an English as Foreign Language country.

College Students’ Civic Engagement Efficacy and Their Implementing Effect in STEM Programs during COVID-19 Pandemic

Tue, 08 Aug 2023 04:06:00 GMT

title: College Students’ Civic Engagement Efficacy and Their Implementing Effect in STEM Programs during COVID-19 Pandemic abstract: Studies on civic engagement have been reviewed in their contextual factors, for example, factors in organizational, pedagogical, and psychological domains, while little research has confirmed that the structural linkage of related latent variables is workable in this topic. This study intends to investigate college students’ civic engagement efficacy that might affect the entire sustainability of society in their later careers. Previous studies argued college students in Science, Technology, Engineering, and Mathematics (STEM) programs, typically viewed as science-oriented education, might neglect their civic engagement. During COVID-19 pandemic, we assumed that students’ civic engagement in STEM programs might be aggravated. To detect the phenomena in the specific field, we designed that civic engagement and its implementation were based on students’ self-efficacy measurement. This study considered the time spent on related activities in STEM which might impact students’ involvement in civic activities. To achieve the research purposes, we set the confidence level of 95% (Zα/2), and the sampling error was controlled within ±0.03 (d). The suggested sample was 1,067 participants from the target population. Since the STEM programs shared 43%, we invited 458 participants in STEM to fit the sampling requirement as their proportion. During 2021, we successfully sampled 350 students in STEM programs (it covered 76.42% of the original sampling plan), including 5 public and 6 private universities in Taiwan. After deleting incomplete questionnaires, there are 322 valid responses were collected. There are 63.0% male and 37.0% female, it reflects male domination in current STEM programs. A total of 322 survey responses based on a voluntary basis were analyzed, the reliability and construction of the survey instrument were verified, and structural equation modeling (SEM) was applied to examine the causal relationships among observed and latent variables. The findings suggest the two dimensions of civic engagement in terms of civic engagement and implementation might impact students as active citizens and their involvement in local and global activities. While student’s time spent did make negative influence in this target group. This study suggests institutional leaders in STEM programs may transform their preparation to encourage students make reasonable time allocation for civic engagement. Within the higher education settings, extending STEM programs has become an essential component of the economic agenda in various countries. This study provides an example to detect a specific student’s issue in STEM programs. The findings can bridge the gap of knowledge in STEM education and civic engagement, and provide a practical approach to detecting civic engagement efficacy and its impacts in higher education settings.

Exploring Students’ Participation in STEAM Programs and Gender Diversity in Higher Education Expansion Process

Tue, 08 Aug 2023 04:05:59 GMT

title: Exploring Students’ Participation in STEAM Programs and Gender Diversity in Higher Education Expansion Process abstract: Higher education has experienced rapid expansion in the last decades in Asia and other areas. In the expansion movement, realizing what is changed and what is unchanged in higher education has become an emerging topic in the higher education research community. This study focuses on students’ participation issues in Science, Technology, Engineering, Art, and Mathematics (STEAM) programs in the expansion process. We selected Taiwan’s higher education as an example to explore the heterogeneity and gender diversity in STEAM. Based on data collected from students’ STEAM participation during 1982-2022, this study employed a time series approach to detect the heterogeneity issue with the Blau index and gender diversity with Backer’s discrimination coefficient (D). The three stages of higher education development with Trow’s notion were used to interpret the system expansion on the heterogeneity of STEAM participation. Moreover, ensuring equal access to affordable higher education for women and men has become a crucial target of UNESCO’s SDG4-Education 2030. This study focuses on gender diversity as it has been determined that by 2030. Autoregressive integrated moving average (ARIMA) model was employed to transform the gender diversity pattern to predict its future trend. This study demonstrates the following results: a. The trend of heterogeneity information in STEAM programs from 1982 to 2022. b. The trend of gender diversity information in STEAM programs from 1982 to 2022. c. Interpretation of heterogeneity and gender diversity in STEAM with Trow’s concept of a three-stage development. d. The future progress of heterogeneity and gender diversity in the STEAM will lead to 2030. The findings suggest that the higher education system experienced high heterogeneity of STEAM programs in this target system. It implies that the participation patterns in STEAM did not respond to the changing external environment sensitively. While gender diversity has shown a significant change in STEAM programs, it might become friendly for female students in the expanded process to 2030. This study provides an example to detect the issue of program heterogeneity and gender diversity. The selected indices for interpreting program participation and gender diversity have been found fitted to explore the topic and could be extended to similar higher education settings.

解析國小階段領域統整設計：理念特點與示例

Wed, 10 May 2023 09:59:57 GMT

title: 解析國小階段領域統整設計：理念特點與示例

民主素養與公民教育

Wed, 10 May 2023 09:59:55 GMT

title: 民主素養與公民教育

建構高中歷史教科書中轉型正義教育學習內容之項目與條目初探

Wed, 10 May 2023 09:59:54 GMT

title: 建構高中歷史教科書中轉型正義教育學習內容之項目與條目初探

兩岸私立大學的教育發展與合作交流

Fri, 28 Apr 2023 10:57:19 GMT

title: 兩岸私立大學的教育發展與合作交流

「探索」作為行動方法：以「探索永續」、「素養導向」課程為例

Fri, 28 Apr 2023 10:57:16 GMT

title: 「探索」作為行動方法：以「探索永續」、「素養導向」課程為例 abstract: 本研究在淡江大學永續治理的藍圖發展上，藉由參與教育部「素養導向高教學習創新計畫」，試圖探索大學該如何探究與實踐永續發展教育。本研究在實用主義的知識論上，以行動研究（AR）為操作，汲取行動者網絡理論的觀點，引援John Dewey、Harry Collins、Kurt Lewin、Bruno Latour、Michel Callon、John Law等學者，對「涵育永續力：揚帆人文與社會科學教育之新旅」計畫中的人與非人參與者（human and non-human），進行多重解讀，挖掘問題，期待變革，策略合作。集合校、院、系、個人等不同層級，共至少70位計畫與研究參與者，形成計畫團隊，從異質的視野與行動，建構實用主義式的過程性創新，描繪教育革新（reform）的巨觀與微觀之行動網絡，理解永續素養教育嘗試、創新與擴散的樣態。故此，本研究提出的題旨為：（一）素養教育如何可能；（二）永續教育如何可能；（三）永續素養教育如何可能。雖然三個研究問題宏大，但基於行動研究之方法論立場，本研究將窮盡可能地在詢問的迭替與各種可能性的發生中，接近問題與解答的根本。