DSpace collection: 專書之單篇

Visible Yet Absent: The Emotional Politics of Migrant Representation in Taiwanese Media

Thu, 16 Apr 2026 04:06:08 GMT

title: Visible Yet Absent: The Emotional Politics of Migrant Representation in Taiwanese Media

Taiwan's Contemporary Indigenous Peoples

Mon, 08 Jan 2024 04:07:07 GMT

title: Taiwan's Contemporary Indigenous Peoples

Conflict and Reconciliation between Civil Law and Indigenous Legal Traditions: The Case of Land Governance in Taiwan

Mon, 08 Jan 2024 04:07:04 GMT

title: Conflict and Reconciliation between Civil Law and Indigenous Legal Traditions: The Case of Land Governance in Taiwan

A Journey from Taipei to Shanghai: The Impact of Migration Experience on Taiwanese Young Adults' Aspiration and Identities in an Asian Global City

Mon, 08 Jan 2024 04:07:01 GMT

title: A Journey from Taipei to Shanghai: The Impact of Migration Experience on Taiwanese Young Adults' Aspiration and Identities in an Asian Global City

人口的移動與分佈

Mon, 08 Jan 2024 04:06:58 GMT

title: 人口的移動與分佈

東吳大學高關懷個案管理模式運用與反思之回應文-大學輔諮中心的挑戰:心理師個案管理及危機預防能力

Wed, 07 Apr 2021 04:13:39 GMT

title: 東吳大學高關懷個案管理模式運用與反思之回應文-大學輔諮中心的挑戰:心理師個案管理及危機預防能力

專業華語教師的跨國學習之路

Thu, 01 Nov 2018 04:11:49 GMT

title: 專業華語教師的跨國學習之路

From Distance Education to Massive Open Online Courses in Taiwan: Progressing with a Global Perspective and Local Commitments

Tue, 04 Jul 2017 18:11:54 GMT

title: From Distance Education to Massive Open Online Courses in Taiwan: Progressing with a Global Perspective and Local Commitments abstract: This chapter introduces distance education and open education in Taiwan with a focus on its recent development on massive open online courses (MOOCs). To explore the MOOC experiences in Taiwan, we interviewed two MOOC design team members and their director at a local university. Our findings are presented in five emergent themes: the MOOC goals, the MOOC faculty recruitment, the MOOC design and development, the interaction on MOOCs, and the MOOC uses. We discuss the challenges, including the difficulty to recruit MOOC faculty, the lack of models and resources for MOOC design and development, and the lack of emphasis on peer learning to engage learners. We also discuss the opportunities that MOOCs bring to Taiwan from a global and local perspective, including transforming higher education into a learner-centered paradigm of education and advancing society. We hope MOOCs will continue to stimulate learners to achieve personal goals, to contribute to communities, and to advance society in Taiwan, which may be a way leading to the ultimate goal of education.

國際課室連結之課程設計模式

Tue, 11 Oct 2016 18:16:14 GMT

title: 國際課室連結之課程設計模式

數位公民素養的教與學

Sat, 11 May 2013 16:41:11 GMT

title: 數位公民素養的教與學

從中小學教師的教學札記研究分析科學─科技─社會(STS/C)教學

Sun, 11 Sep 2011 13:33:27 GMT

title: 從中小學教師的教學札記研究分析科學─科技─社會(STS/C)教學 abstract: 現代民眾參與政府政策決定和研討的範圍日益廣泛，如酸雨、核能建廠、能源日趨短少等社會議題均須國民對於科學、科技有基本的了解。如果每個國民對於科學有基本素養，而可以科學的態度和方法處理與解決問題，則對個人、社會與國家的進步發展將有相當大的助益。科學-科技-社會 (STS) 教學採用建構主義的學習觀並訓練學生的科技思維，使他們參與社會的各種議題，從而學會如何解決問題。在本研究中，參加為期一年「科學-科技-社會 (STS) 建構主義教學在職訓練」的161位自然科教師在教學札記中寫下他們在暑期三週的教學研討會與在新學年度使用科學-科技-社會 (STS) 建構主義教學的所見所聞，並做自我省思，研究人員以質的研究方法分析老師們的教學札記來探討科學-科技-社會 (STS) 建構主義教學並得到下列結論：1. 科學-科技-社會建構主義教學包括可引起學習動機的開場、各種科學教學活動、科技的使用、和社會參與。2.教師建立了豐富的教學資源網並與家長、其他教職員、和社會人士共同分享科學-科技-社會建構主義教學的理念與教學經驗。3.教師採用時信評量以察覺使用科學-科技-社會建構主義教學時，學生的進步與了解程度。本研究發現對大多數自然科老師而言，使用科學-科技-社會建構主義教學並非易事，老師需要幫助與鼓勵，尤其是當老師發現科學-科技-社會建構主義教學可使學生喜歡學習科學，自己也獲得專業成長時，老師會應加更多的自信以面對挑戰。本研究結果可提供師資培育機構、教師在職研習訓練和教育工作者參考。

社會學習領域中之S-T-S

Sun, 11 Sep 2011 13:33:22 GMT

title: 社會學習領域中之S-T-S