DSpace collection: 會議論文

Promoting student learning engagement in peer feedback practices.

Wed, 07 Apr 2021 04:13:18 GMT

title: Promoting student learning engagement in peer feedback practices.

素養導向探究式教學案例評析—國小社會領域

Wed, 24 Mar 2021 04:14:52 GMT

title: 素養導向探究式教學案例評析—國小社會領域

深化台灣課程教學改革的新焦點：教師的教態初探

Tue, 03 Nov 2020 04:10:46 GMT

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

Tue, 03 Nov 2020 04:10:44 GMT

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

Tue, 03 Nov 2020 04:10:41 GMT

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

教師社群成果展示暨經驗分享

Thu, 08 Oct 2020 04:10:44 GMT

title: 教師社群成果展示暨經驗分享

文化差異與追求社會正義

Thu, 16 Apr 2020 04:10:21 GMT

title: 文化差異與追求社會正義

素養導向的教科書/教材設計

Thu, 16 Apr 2020 04:10:18 GMT

title: 素養導向的教科書/教材設計

重構多元文化教育—文化差異與社會公義的省察

Tue, 14 Apr 2020 04:10:38 GMT

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

Tue, 14 Apr 2020 04:10:37 GMT

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”

Tue, 14 Apr 2020 04:10:35 GMT

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

Sat, 11 Apr 2020 04:10:45 GMT

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

Sat, 11 Apr 2020 04:10:43 GMT

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.

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

Sat, 14 Mar 2020 04:11:11 GMT

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

Sat, 14 Mar 2020 04:11:10 GMT

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

Sat, 14 Mar 2020 04:11:08 GMT

title: 空間與學習--建築與課程跨域課程

Interviewing STEM Teachers' Perspective toward STEM Education in Vietnam

Thu, 31 Oct 2019 04:10:34 GMT

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

Using teachers’ video annotations to promote students’ learning engagement in online courses

Wed, 30 Oct 2019 04:13:23 GMT

title: Using teachers’ video annotations to promote students’ learning engagement in online courses

A Study on the Effects of Blended Teaching/ Learning of Integrating Classroom Teaching and Online Learning: Changes of Students’ Task Value and its Related Factors

Fri, 25 Oct 2019 04:10:45 GMT

title: A Study on the Effects of Blended Teaching/ Learning of Integrating Classroom Teaching and Online Learning: Changes of Students’ Task Value and its Related Factors

THE IMPACT OF SHORT-TERM TEACHING ABROAD ON TAIWANESE TEACHERS’ INTERCULTURAL COMPETENCE

Tue, 22 Oct 2019 04:11:39 GMT

title: THE IMPACT OF SHORT-TERM TEACHING ABROAD ON TAIWANESE TEACHERS’ INTERCULTURAL COMPETENCE abstract: Teachers with the capacity to teach students of diverse racial, ethnic, social class, and language backgrounds is a pressing issues for teacher professional development today. This study investigated how school teachers who had attended a short-term teaching abroad trip perceived the concept of cultural competence and their self-efficacy on mastering tasks for culturally responsive teaching. 28 school teachers in Taiwan participated a 7-day overseas teaching activities in a secondary school in Malaysia. Data was collected through Cultural Diversity Awareness (CDA), Multicultural Personality (MP), and Culturally Responsive Teaching Self-Efficacy (CRTSE) questionnaires. The results showed that after having the teaching experience in foreign country, the teachers’ attitude toward cultural diversity were significantly higher than before they went teaching overseas, although the sensitive attitude about cultural diversity were not strong. There is no difference between science teachers and social science teachers’ perceptions on cultural diversity awareness. It was also found that these Taiwanese teachers who can speak more than 3 languages showed more positive attitude toward cultural diversity and had better sense of possessing multicultural personality. The findings suggested that how to transform intercultural experience into culturally relevant teaching and learning is a challenging task of professional development for teachers’ readiness on intercultural competence. Keywords: cultural competence, culturally relevant pedagogy, short-term teaching abroad Themes: Multicultural Issues in Education

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

Tue, 22 Oct 2019 04:11:36 GMT

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

Creating a collaborative reading environment to promote students’ English reading comprehension

Sat, 01 Jun 2019 04:10:48 GMT

title: Creating a collaborative reading environment to promote students’ English reading comprehension

Facilitating Social Solidarity and Deep Understanding by the Strategy of “Theater in Education” in the SLC.

Thu, 13 Dec 2018 04:10:31 GMT

title: Facilitating Social Solidarity and Deep Understanding by the Strategy of “Theater in Education” in the SLC.

Educating Caring and Active Citizens for Democratic Taiwan: Taiwan's Secret to Education

Thu, 13 Dec 2018 04:10:30 GMT

title: Educating Caring and Active Citizens for Democratic Taiwan: Taiwan's Secret to Education

素養導向教材設計原則與案例鑑賞－國小社會領域

Thu, 13 Dec 2018 04:10:28 GMT

title: 素養導向教材設計原則與案例鑑賞－國小社會領域

The annotation functionality to support language teaching and learning.

Tue, 09 Oct 2018 04:12:03 GMT

title: The annotation functionality to support language teaching and learning.

我們要往哪裡去？建立「現實感」的日本歷史教科書設計

Thu, 24 May 2018 04:10:33 GMT

title: 我們要往哪裡去？建立「現實感」的日本歷史教科書設計

In Pursuit of the Democratic Classroom

Thu, 26 Apr 2018 04:10:44 GMT

title: In Pursuit of the Democratic Classroom abstract: 2017/10/28Presented in KDP Convocation 2017 –Building Bridge to Quality Learning International Roundtables: Important Issues in International Education. Pittsburgh, USA

In Pursuit of the Democratic Classroom:Striving toward mind-set transformation。

Thu, 26 Apr 2018 04:10:42 GMT

title: In Pursuit of the Democratic Classroom:Striving toward mind-set transformation。 abstract: 陳麗華（2017）。In Pursuit of the Democratic Classroom:Striving toward mind-set transformation。發表於the Fifth International Conference on School as Learning Community: "Democratizing Schools and Classrooms from Within: Progress of School as Learning Community"，by the International Network for School as Learning Community and Gyeongsangnam-do Educational Training Institute主辦，Busan, Korea.。Keynote speech。

Creating a learning community for all, including Asperger's children

Tue, 05 Dec 2017 18:10:25 GMT

title: Creating a learning community for all, including Asperger's children

Inquiry-based Teaching Practice in a Science Curriculum Reform Program

Thu, 02 Nov 2017 18:10:43 GMT

title: Inquiry-based Teaching Practice in a Science Curriculum Reform Program

Cognitive Apprenticeship: A Professional Development Model to Enhance Teachers’ Curriculum Development Skills

Thu, 02 Nov 2017 18:10:40 GMT

title: Cognitive Apprenticeship: A Professional Development Model to Enhance Teachers’ Curriculum Development Skills

Exploring the relationship between teacher beliefs and practice in a curriculum reform program

Tue, 18 Apr 2017 18:10:34 GMT

title: Exploring the relationship between teacher beliefs and practice in a curriculum reform program

Initiating a new model to prepare teachers in Mobile-AssisteD-teaching (MAD-teaching). Association of Science Education

Tue, 18 Apr 2017 18:10:33 GMT

title: Initiating a new model to prepare teachers in Mobile-AssisteD-teaching (MAD-teaching). Association of Science Education

Research trends of pedagogical content knowledge: An automatic content analysis.

Tue, 18 Apr 2017 18:10:31 GMT

title: Research trends of pedagogical content knowledge: An automatic content analysis.

Trends of ICT research: An automatic content analysis of pblication in selected journals from 2001 to 2010

Tue, 18 Apr 2017 18:10:30 GMT

title: Trends of ICT research: An automatic content analysis of pblication in selected journals from 2001 to 2010

高職教師在實踐社群中開發科學實驗教具的課程知識發展

Tue, 18 Apr 2017 18:10:29 GMT

title: 高職教師在實踐社群中開發科學實驗教具的課程知識發展

開發科學實驗教具：教師課程知識的發展歷程

Tue, 18 Apr 2017 18:10:27 GMT

title: 開發科學實驗教具：教師課程知識的發展歷程

Use SEM to Explain Key Factors Influencing Teachers' Task Value in Remedial Teaching.

Wed, 22 Feb 2017 18:10:21 GMT

title: Use SEM to Explain Key Factors Influencing Teachers' Task Value in Remedial Teaching.

From Behaviorism Teaching toward Constructivism Learning:The Changing Landscapes of Taiwan’s SLC classrooms

Tue, 21 Feb 2017 18:10:51 GMT

title: From Behaviorism Teaching toward Constructivism Learning:The Changing Landscapes of Taiwan’s SLC classrooms abstract: Since school as learning community has been introduced in Taiwan in 2012, the landscapes of the SLC classrooms is silently changing from behaviorism teaching toward constructivism learning. Through working with the SLC schools and close observation, my argument is that the successful class reform counts not on a method, but a perspective. I will propose my observations with examples and evidences on this. The framework of my speech includes four parts. Firstly, the social context and phenomenon of the behaviorism teaching in traditional classrooms will be depicted. Secondly, past reforms and recent reforms which intend to deal with the behaviorism teaching will be examined. Learner-centered curriculum and instruction, the common core element of the recent reforms including SLC and the New K-12 Curriculum Guideline and others is included. I then raise my argument that compared with behaviorism teaching, constructivism learning leads more toward learner-centered curriculum and instruction. In the third part, how teachers of SLC carry out the ideas of constructivism learning to shape their charming classroom landscapes will be portrayed. In the final part of the speech, a culture barrier of implementing SLC in Taiwan’s classroom will be deliberated: what does the silent reform mean to Taiwan’s teachers who get used to using microphone and the noisy classroom? What are the in-depth meanings of silence?