DSpace collection: 會議論文

替代的情感政治：移工紀錄片中的視覺實踐與再現倫理

Wed, 24 Sep 2025 04:06:50 GMT

title: 替代的情感政治：移工紀錄片中的視覺實踐與再現倫理

Education, Aspiration, and Mobility: Intra-Asian Student Pathways in Taiwan under the New Southbound Policy

Wed, 24 Sep 2025 04:06:48 GMT

title: Education, Aspiration, and Mobility: Intra-Asian Student Pathways in Taiwan under the New Southbound Policy

Geopolitics, Gender and Cross-Strait Marriage: Recent Taiwanese Female Marriage Migrants in China

Thu, 20 Mar 2025 04:14:05 GMT

title: Geopolitics, Gender and Cross-Strait Marriage: Recent Taiwanese Female Marriage Migrants in China

Examining Taiwan’s International Programs of Industry-Academia Collaboration Under the New Southbound Policy

Thu, 20 Mar 2025 04:14:03 GMT

title: Examining Taiwan’s International Programs of Industry-Academia Collaboration Under the New Southbound Policy

Navigating Aspirations: Intra-Asian Student Mobility in Taiwan's Higher Education

Thu, 20 Mar 2025 04:14:02 GMT

title: Navigating Aspirations: Intra-Asian Student Mobility in Taiwan's Higher Education

新加坡的多元文化認同：從媒體、檔案和報導中探究其演變

Thu, 20 Mar 2025 04:14:00 GMT

title: 新加坡的多元文化認同：從媒體、檔案和報導中探究其演變

Tracing the 'Global Talents': Seven Decades of Mobilities of Taiwanese Highly Skilled Migration, 1947-2017

Wed, 31 Jul 2024 04:14:31 GMT

title: Tracing the 'Global Talents': Seven Decades of Mobilities of Taiwanese Highly Skilled Migration, 1947-2017

Recent Young Taiwanese Movers to Hong Kong: Challenges and Opportunities in a Global City

Wed, 31 Jul 2024 04:14:29 GMT

title: Recent Young Taiwanese Movers to Hong Kong: Challenges and Opportunities in a Global City

Middling Transmigrants in a Global City: Taiwanese Skilled Workers in London

Mon, 08 Jan 2024 04:06:39 GMT

title: Middling Transmigrants in a Global City: Taiwanese Skilled Workers in London

全球青年人才的移動－以在香港與新加坡的臺灣人為例

Mon, 08 Jan 2024 04:06:36 GMT

title: 全球青年人才的移動－以在香港與新加坡的臺灣人為例 abstract: 本文所探討的是工作、求學、或家庭因素遷移到新加坡及香港的臺灣年輕人。以2011-2014年在新加坡、香港及臺灣所進行的40個深度訪談為基礎，進一步獲得對受訪者及當地環境的詳細資訊與深入瞭解。本文首先回顧年輕移民、青年人才、及從臺灣移出的1.5代移民的相關文獻，隨後，本文將新加坡與香港的臺灣年輕人依以下幾個重點分類，並且進行訪談分析：（1）遷移到新加坡或香港的原因、（2）移動類型與移動軌跡、（3）社會與文化適應、（4）返回臺灣的意願。除了更高的薪資與福利之外，新加坡與香港提供給他們的是一個與全球接軌的國際化環境與個人發展的舞臺。然而，居住在新加坡與香港也有一些缺點，例如：語言、氣候、文化差異、生活成本高、生活品質等。這群臺灣年輕人的流動不僅對新加坡與香港所競逐的全球人才有所貢獻，海外的經驗也有助於他們發展適應不同社會文化環境的能力。在這關鍵時刻，臺灣有關招募全球青年人才的政策，仍然處於岌岌可危的情況。我們迫切需要相關政策的制訂，為的是防止接受過良好教育的專業人才離開臺灣，並且透過更完善有效率的政策，吸引這群人才有意願返回臺灣。由於臺灣年輕人在移動上的暫時性質，臺灣政府可以開發這類人力資源，作為競逐全球人才的一種策略，並且作為人口政策與社會轉型的重要一環。

全球競爭下的臺灣專業技術移民政策

Mon, 08 Jan 2024 04:06:33 GMT

title: 全球競爭下的臺灣專業技術移民政策

法國移民人口與移民政策之探討：一九八○年代至今

Mon, 08 Jan 2024 04:06:29 GMT

title: 法國移民人口與移民政策之探討：一九八○年代至今 abstract: 本文旨在探討一九八○年代至今，法國移民人口組成特色與移民政策改革內容和方向，並且討論影響法國移民政策改革的國內外相關因素。首先，我們分析法國移民人口組成特色，包括其移民人口的數量、主要來源國、人口金字塔、進入類型，以及就業率等方面。其次，我們探討法國移民政策改革的內容與方向，包括左派執政時期（1981-1995）和右派執政時期（1995 至今）的移民政策改革，尤其著重在一九八六年至今的移民整合政策所具有新自由主義改革的趨勢。再者，我們討論影響法國移民政策改革的國內外相關因素；國內因素包括法國人口老化與生育率問題、經濟與失業問題，以及社會政治上的反移民主張與排外情緒等；國外因素則有歐盟移民政策與移民計劃，包括「共同移民政策」的理念、「里斯本策略」的經濟移民，和「藍卡計劃」之技術性與暫時性移民等。最後的結論也討論法國移民經驗對臺灣的啟示。法國屬歐陸統合主義（European continental corporatism）國家，一九八一年開始由左派執政，較重視移民平等、福利與權利，但自一九八六年開始，歷經兩次左右共治（1986-1988；1993-1995）以及一九九五年開始右派執政至今，事實上深受英美新自由主義的影響，而適度採行英美式新自由主義政經改革，在經濟上採行適度的新自由開放，政治上則趨向右派保守主義的色彩。在移民政策上，採取管制或限制移民進入，以及嚴格管制非法移民，以保護國內就業；但另一方面，為有利於產業/企業發展與知識經濟成長，而行選擇性開放移民之實；法國採取適度新自由主義的自由開放移民政策，歡迎經濟移民、技術移民、暫時性移民和季節性勞工進入。事實上，法國社會的人口持續老化，雖然目前生育率位居歐盟國家二十七個國家的首位，仍無法完全平衡在未來趨於倒三角金字塔的人口結構，顯示法國每年仍然需要移民人口的進入。法國移民政策與經驗給予臺灣之啟示在於，臺灣應多方學習如何接納與管理移民，而且營造多元文化的環境，對於臺灣之政治經濟和社會文化各方面，甚至在國際網絡上，均能有正面的效果。台灣成立移民署是正確的方向，但是其運作尚待加強，而且也應規劃臺灣的移民政策。

連結教學實務：國內外師資培育教師之經驗

Fri, 16 Apr 2021 04:12:27 GMT

title: 連結教學實務：國內外師資培育教師之經驗 abstract: 為縮短理論與實務的鴻溝，近年來各國紛紛推動「實務導向」的師資培育改革。我國就明訂自103學年度起，師資生必須到中小學教學現場見習、試教等實地學習至少54小時，期能強化師資生的教學實務。然而師資培育教師面對的最大挑戰就是如何銜接理論與實務，因應此需求，研究者乃訪談國內十位國文科與英文科教材教法與教學實習的任課老師，以及四位美國師資培育大學的老師，以了解其連結課堂理論與現場實務的經驗，並且蒐集相關文件，包括教學計畫、講義教材、學生作品等。根據訪談分析結果，本研究有以下發現：首先，針對中等學校師資生的核心教學實務，國內外學者均聚焦於受教者（學生）身上，一是認識、了解學生，以便進行課程或教材轉化；二是應用科技或多元的教學策略來幫助學生學習；三是與學生建立良好的關係，有助於教學的順利進行。不過國外學者並未強調學科知識與能力，特別是華盛頓大學，因為師資生均已完成大學科系的修習，才能進入該校的師資培育學程。其次，針對精熟教學實務，國內學者認為宜有整體的規劃，循序漸進，從理論的了解、示範教學及討論、教學演練、業師實務分享、入班觀課及現場課堂教學等，逐步加強師資生的教學實務能力與經驗。國外學者則認為一開始就要讓師資生接觸教學現場，這樣師資生才能體悟教學現場需要具備何種知識與能力，並且建議採用科技與影片連結教學現場，幫助師資生精熟教學實務。例如，華盛頓大學一改傳統先理論後實務的培育方式，讓師資生在教學現場採用設計循環模式，從實務中學習實務。該校的師資培育教師協同合作，共同研擬現場作業，讓師資生從不同的視角檢視實務，也就是採用來來回回、雙向的方式，將實務連結至相關的師培課程。第三，針對教學實習課程的規劃，國內師資培育教師大多安排業師演講、微型教學及現場觀課，而且盡可能安排至現場試教，例如，安排至附屬中學實習一個月，或是善用實地學習時數，由師資生自行找尋合作學校的老師見習觀課。相較於國內的實地學習時程並無整體規劃，國外每一學期均安排實地學習，並且列入正式的課程。例如，華盛頓州立大學規定第一學期2學分，第二學期3學分，第三學期有五週在學校，第四學期則是教育實習。華盛頓大學則明訂第一學期需在中小學現場大約60小時；第二學期現場也是60小時；第三學期現場增至250小時；第四學期也就是最後一個學期，內含全時的教育實習10學分，現場增至350小時，由此可知這兩所師資培育大學對於實地學習的重視。最後，針對遭遇的難題，國內師資培育教師表示實地學習的場所與教師難找，實地試教的時間有限以及教學實習的課程時間有限，再加上師資生來自各系所，背景與經驗有所差異，為兼顧本科系課業，能投入教學實習的時間有限；此外教材教法與教學實習課程的影響力有其侷限，多數師資生在教學現場仍採用傳統講解的教學方式。至於國外方面出現的難題是師資生與現場輔導教師關係不佳，有的老師不讓師資生做任何事情，有時是師資生本身的問題，使得關係不佳。解決之道就是一開始就設定清楚的目標或期望，最好有書面契約；此外設有實習安置行政人員，專門處理師資生的實習與安置事項，而且他們了解師資生個別狀況，能事先避免配搭不佳的情形，而實習過程中也安排研究生（課程助教），即時解決現場遭遇的問題。根據上述發現，本研究提供以下建議，俾能落實「實務導向」的師資培育。首先，提升師資職前培育至研究所層級，亦即師資生已完大學科系的學習。這樣一來可確保師資生具有學科知能；二來師資生可專注於師資培育的課程與實習，無需分心於本科系的學習。其次，改變先理論後實務的培育模式，一開始就安排實地學習課程，並且循序漸進，例如，由認識兩位學生開始，到最後單元教案設計以及全班的教學演示。也就是讓師資生及早接觸實務，並且連結至大學課堂理論，再將理論驗證或應用於教學現場，因此理論與實務是密切互動的，而且是同時學習的。第三，師資培育教師協同合作，針對不同時期的實地學習，規劃不同的專業成長需求，共同研擬適合的實地學習任務或作業，從不同面向逐步協助師資生深入檢視分析實務。最後，由於實地學習是「實務導向」師資培育的關鍵成功要素，因此這方面的行政支援就相當重要，包括協調師資生現場學習的夥伴學校以及輔導老師，安排師資生在現場從事相關的活動，以符應大學教授的作業要求等。亦即應有專責人員或單位負責師資生實地學習的安置與後續相關事項。本研究目前僅針對有限樣本進行訪談，而且只針對師資培育教師，以訪談資料為依據，後續研究建議進一步處理本研究已蒐集的其他訪談與文件資料，以豐富本研究的發現與成果；以及在國內現行的師資培育體制下，實地學習課程如何進行跨學期與跨科目的整體規畫，俾能循序漸進，協助師資生精熟教學實務，仍有待進一步研究。

從921地震20年談台灣創傷心理諮商的研究及未來趨勢

Wed, 24 Mar 2021 04:14:14 GMT

title: 從921地震20年談台灣創傷心理諮商的研究及未來趨勢

創傷諮商與多元文化知能-談社會正義觀點與實踐

Wed, 24 Mar 2021 04:14:12 GMT

title: 創傷諮商與多元文化知能-談社會正義觀點與實踐

發展轉化法的戲劇治療應用於創傷處遇之初探

Fri, 19 Mar 2021 04:14:13 GMT

title: 發展轉化法的戲劇治療應用於創傷處遇之初探

From Taiwan to Vietnam: An International TESOL Practicum

Tue, 20 Oct 2020 04:10:47 GMT

title: From Taiwan to Vietnam: An International TESOL Practicum

The effects of the use of a practice-based approach on teacher candidate’s technological pedagogical content knowledge

Sat, 14 Mar 2020 04:11:32 GMT

title: The effects of the use of a practice-based approach on teacher candidate’s technological pedagogical content knowledge abstract: We adopted a practice-based approach in a technology course for teacher candidates to increase their technological pedagogical content knowledge (TPACK). Our approach consisted of field-based learning and communities of practice. There were a total of 44 participants. Most of the participants were placed in remedial classes at a junior high school mainly for observing lessons. Some were placed in counseling rooms to provide one-on-one tutoring for special students. The participants were asked to write field journals, and to share their field experiences with their community members. School teachers were invited to join in the communities of practice to provide guidance. A TPACK questionnaire was administered at the beginning and end of the course. The results indicate that the practice-based approach significantly increase the participants’ TPACK, especially for undergraduate students and those with no teaching experience. Accordingly, relevant suggestions are provided for TPACK development in teacher preparation.

國小生命教育的現況與新路

Tue, 15 Oct 2019 04:13:45 GMT

title: 國小生命教育的現況與新路

強化師資生教學媒體運用素養之教學實踐研究

Sat, 01 Jun 2019 04:11:26 GMT

title: 強化師資生教學媒體運用素養之教學實踐研究

強化師資生教學媒體運用素養之教學實踐研究

Tue, 14 May 2019 04:12:15 GMT

title: 強化師資生教學媒體運用素養之教學實踐研究 abstract: 本研究在職前師資培育的「教學媒體與運用」課程結合實地學習以及實務社群，讓師資生從實務經驗中學習，以強化其教學媒體運用素養。參與者被安排在補教教學班級進行實地學習，或是被安排針對特殊學生提供課業輔導。參與者在實地學習的過程中撰寫日誌，並且與社群成員分享經驗，國中現場教師也受邀參與實務社群，提供諮詢與指導。結果顯示參與者高度肯定實地學習的安排，認為有助於現場實務以及學生特性的了解，促使其更加關注學生的學習，並且對於教師的角色與甘苦有更深層的體會。此外參與者也肯定實務社群對於實地學習的支持，尤其是國中教師的參與及指導。本研究也發現實地學習的安置需有很大的彈性，而安置的內涵不同，帶給參與者的體驗也不同，有收穫與成長，也有挑戰與壓力。最後本研究提供相關建議，以供職前師資培育參考。

Implementation and effects of field learning in an educational technology course

Tue, 14 May 2019 04:12:13 GMT

title: Implementation and effects of field learning in an educational technology course abstract: To address the gap between theory and practice, we integrated field learning into an introductory educational technology course for teacher candidates. Most participants were placed in remedial classes for observing and teaching lessons. Some participants were placed in counseling rooms to provide one-on-one tutoring for special students. In our class meetings, we reserved time for the participants to share their field experiences. We also invited school teachers to join the discussions and to provide feedback and advice. To evaluate the implementation effects of the field learning, the participants were asked to complete a questionnaire at the end of the course. The results revealed that the participants highly appreciated the implementation of field learning. They gained better understanding of real-world teaching and became more concerned about student learning. Moreover, the participants valued the communities of practice, especially the participation of school teachers. Despite the positive effects of field learning, implementing it successfully in teacher training courses is still challenging. On the basis of our findings, we presented relevant recommendations and future research at the end.

師資職前「補救教學」課程之實施與成效研究

Thu, 27 Sep 2018 04:11:28 GMT

title: 師資職前「補救教學」課程之實施與成效研究 abstract: 為培育補救教學師資人才，本校於中等教育學程二年級增設兩學分的補救教學課程。課程內容包含教育部規定的「補救教學十八小時非現職師資研習課程」，並且安排教案與教材實作，同時結合實地學習加以實施。綜整期末問卷與訪談資料分析結果，本研究發現修課學生認為本課程的活動多元，不同階段有不同的學習，覺得獲益良多，最後本研究建議與現場老師密切合作規劃本課程之實施，冀能連結理論、實務、實作與實地學習，以收最大的效益。

Teacher Candidates’ Use of Technology in Remedial Instruction at a Junior High School

Thu, 27 Sep 2018 04:11:25 GMT

title: Teacher Candidates’ Use of Technology in Remedial Instruction at a Junior High School abstract: To understand teacher candidates’ use of technology while providing remedial instruction, we arranged field learning as part of a “Remedial Instruction” course. There were 11 participants. Data were collected from classroom observation journals, lesson plans and instructional materials, debriefing meeting records, reflective reports, and focus group interviews. The results indicate that teacher candidates’ use of technology was influenced by their prior teaching experience, and that they often imitated the way in which the experienced remedial teacher used in class. Electronic presentations and videos were used most frequently. Through field learning, teacher candidates became more concerned about the main purpose of remedial instruction as well as the effectiveness of their technology use in class. Moreover, an expectation of technology use was made from “teacher presentation” to “facilitating students’ self-learning” in the future. At the end, relevant suggestions are provided to enhance teacher candidates’ abilities regarding the use of technology in remedial instruction.

Collaboration with Junior High School Teachers in a Teacher Training Course: Benefits and Challenges

Tue, 14 Nov 2017 18:11:08 GMT

title: Collaboration with Junior High School Teachers in a Teacher Training Course: Benefits and Challenges abstract: The theory-practice divide has been a long-standing concern in the field of teacher preparation. One way to bridge the gap is to collaborate with K-12 school teachers because they can provide authentic teaching sites and real-world experiences. To optimize our pre-service teachers’ professional learning, we invited three junior high school teachers to collaborate with us in the course “Remedial Instruction” during the spring semester of 2017. The tasks accomplished by the first two teachers included giving lectures in class, sharing their remedial teaching materials on our web site, offering advice and comments on the lesson plans designed by our students, performing remedial teaching demonstrations at a near-by junior high school, as well as observing our students teach in a remedial class and providing feedback. The third teacher shared her remedial class with us, and allowed our students to teach in her class. Based on the questionnaires administered at the end of the course, our students indicated that they had learned a lot from the course including the following: (1) Understand more about remedial teaching in authentic contexts; (2) Acquire a variety of remedial teaching strategies and resources; (3) Put more concerns on the learner’s needs and characteristics; (4) Improve the abilities of designing lesson plans for diverse learners; and (5). Look up to these school teachers as good role models. Nevertheless, challenges were found related to time, cost, and institutionalization. Accordingly, relevant recommendations are provided at the end.

接觸與改變：師資生參加補救教學的實地學習

Tue, 04 Jul 2017 18:11:35 GMT

title: 接觸與改變：師資生參加補救教學的實地學習 abstract: 本發表為子計畫三：強化師資生之補救教學實務知能。透過此計畫支持，張雅芳教授安排師資生至新北市正德國中進行補救教學實地學習，合計有19位師資生參與。經由期中問卷與期末訪談，結果顯示師資生重新認識新一代的國中生、在教學上也從知識傳遞到關切學生是否理解，對於補救教學的印象是學生的個別差異大、須採用多元方式以符應其需求、以及引起學習動機非常重要，最後師資生表示從實地學習獲益良多，並且體認到教師在教學現場扮演的重要角色。

Perceptions of Taiwanese teacher candidates concerning their field experiences with low-achieving junior high students

Mon, 12 Jun 2017 18:10:31 GMT

title: Perceptions of Taiwanese teacher candidates concerning their field experiences with low-achieving junior high students abstract: To reduce the theory-practice divide, the Taiwanese Ministry of Education has recently launched a policy of promoting field experiences at least 54 hours for secondary teacher candidates. This study explored 14 teacher candidates‟ perceptions about their filed experiences with low-achieving junior high students. In the fall semester of 2016, these teacher candidates went to a nearby junior high school once a week and sat in a remedial class for low achievers in the subject area of Mandarin, English, or Mathematics. Such remedial program, supported by our government, was implemented after regular school hours, and each class with less than 12 students lasted a period, that is, 45 minutes. At the beginning, the teacher candidates sat and observed classroom teaching. A few weeks later, they had opportunities to work with one or two students under the classroom teacher‟s supervision. Finally, they were appointed to provide specific guidance to individual or a small group of students. Some even got a chance to teach the whole class. An open-ended questionnaire and group interviews were conducted at the end of the semester and field journals for each period were collected. Based on the qualitative data analysis, four themes were identified. First, the teacher candidates renewed their knowledge about junior high students from quiet, obedient, and passive learners to vivid, assertive, and active individuals. Secondly, their aspects of teaching shifted from focusing only on knowledge delivery to concerning if students were able to understand what was taught. Thirdly, their perspectives about remedial teaching included considerable individual differences among low achievers, use of different teaching approaches to meet their specific needs, and importance of motivating these students to learn. Finally, the teacher candidates expressed that they learned a lot from field experiences as well as realized the important role a teacher plays in teaching settings. Based on the findings, recommendations for teacher education and further research were provided.

Examining the Use of Learning Communities to Improve Pre-service Teachers’ Technological Pedagogical Content Knowledge

Wed, 21 Sep 2016 18:11:09 GMT

title: Examining the Use of Learning Communities to Improve Pre-service Teachers’ Technological Pedagogical Content Knowledge abstract: In this study, we organized and implemented learning communities in an introductory technology course for pre-service secondary teachers. There were 49 participants enrolled in the course “Instructional Media and Applications” in the fall semester of 2015. To measure the participants’ technological pedagogical content knowledge (TPACK), a questionnaire was administered at the beginning and end of the course. To understand the participants’ perceptions on learning communities, another questionnaire was administered at the end of the course. The results indicate that all the TPACK constructs were significantly improved except the content knowledge construct. Furthermore, the participants expressed a favorable perception on joining in learning communities. There was also an enhancement of interpersonal relations, human skills, practical knowledge, and quality of artifacts. However, two problems were identified in the process of learning communities, namely availability of time and degree of participation. Based on the research findings, relevant suggestions are provided at the end.

Exploring a senior teacher’s change in a learning community for improving pre-service teachers’ quality

Wed, 21 Sep 2016 18:11:07 GMT

title: Exploring a senior teacher’s change in a learning community for improving pre-service teachers’ quality abstract: In this study, we investigated a senior teacher’s change in a learning community which aimed to improve the teaching quality of pre-service teachers. The senior teacher had been teaching Chinese in junior high schools for more than 30 years. In addition to the senior teacher, the participants of the learning community were from a university including three pre-service teachers, two teacher educators (researchers), and a Chinese subject matter expert. At the beginning, the university participants sat in the senior teacher’s class and observed his teaching. Then, all the participants prepared a new lesson together and then observed the senior teacher’s teaching of this lesson, followed by a discussion meeting. Afterwards, three steps of preparing, teaching, and discussing a lesson repeated to improve each pre-service teacher’ teaching practice. Based on the multiple data we collected, the senior teacher appeared to give his students more freedom during the teaching process, and he gained new insights on selecting and designing instructional materials. Furthermore, the senior teacher examined digital materials enthusiastically, and finally used technology in his class initiatively and frequently.

數據會說話：國中國語文低成就學生之特性分析

Wed, 21 Sep 2016 18:11:05 GMT

title: 數據會說話：國中國語文低成就學生之特性分析 abstract: 本研究採用國家教育研究院所釋出的「臺灣學生學習成就評量資料庫」，以2013年國二學生國語文測驗成績為依據，選取低成就學生，並以其所填寫的學生問卷，分析影響學習成就之相關因素。為凸顯低成就學生的特性，本研究同時選取國語文學習高成就學生，作為差異比較的基準。根據學生問卷中各題項屬性的不同，本研究分別進行卡方檢定或t 檢定，以判斷低成就與高成就學生在該題項的差異是否達到顯著水準。結果顯示兩組學生在大多數的題項上均呈現顯著的差異，本研究進而將相關的題項聚集成一類，以八大類別呈現統計分析結果，包括學生性別與家長教育程度、與家人互動、與導師同學互動、學習投入狀況、學習方式偏好、國語文學習感受、自我的期望、以及放學後休閒活動等。這些特性分析可提供給相關課程或補救教學的實施參考，期能達到有效教學的目標，落實十二年國民基本教育「把每個孩子帶上來」的理念。

翻轉的國中英語教室：App融入教學之探討

Thu, 18 Aug 2016 05:41:15 GMT

title: 翻轉的國中英語教室：App融入教學之探討 abstract: 本研究與國中「語文資源班」的現職英語教師及學生合作，依照外語教學與平板載具行動學習的特性，透過「設計研究法」（Design-Based Research, DBR），在教學現場進行實測、驗證與修正，探討如何透過行動載具內應用程式(Applications, Apps)「翻轉」國中英語教學課堂活動。透過質性資料收集與分析，本研究提出「個人載具學習」、「師生互動學習」、「群體協作學習」與「綜合回歸學習」四種學習模式原型，並綜合提出以教師專業為主，本於「科技學科教學知識」（Technological Pedagogical Content Knowledge, TPCK）的應用架構。本研究提出相關結論：行動學習在翻轉教室的運用仍需配套，如個人載具提供與維護、軟體或數位教科書內容建置與學習功能設計、免費與自由軟體的搭配、學校環境的配合與課程融入等。翻轉教室的教學實施也需要教師高度專業成長做為準備，本研究提出教師應本於「科技學科教學知識」的架構增進以學科教學為基礎之科技使用能力。同時翻轉教室在英語教學之應用應回歸語言教學本質，提供學習者語言運用與互動，甚至應用英語進行溝通、合作、解決問題等，並成為教師納入教學創意與客製化教學的途徑。 This research study adopts “design-based research”(DBR) as a research method to examine how mobile Apps can be used in a “flipped” junior high school English classroom in Taiwan. Related issues, implications, and initial frameworks are offered after mobile Apps are tested in real classroom settings. Findings include issues of advantages and difficulties of the application, the four dimensions of the design prototypes, as well as an overall structure based on technological pedagogical and content knowledge (TPCK) of the teachers. This study concludes that proper applications of mobile Apps be carefully designed based on TPCK to facilitate learning.

Time Management and Academic Challenge among Resilient Students

Thu, 18 Aug 2016 05:41:13 GMT

title: Time Management and Academic Challenge among Resilient Students abstract: With rapid expanded higher education, the issue of learning performance has caused public concern. Various significant characteristics of college students’ learning have been found in previous studies, while the knowledge related to time management and academic challenge among resilient students in higher education is still limited. This study aims to determine the student’s time management and academic challenge for resilient students in a specific higher education setting. Given this purpose, we selected 113 students fitted the criteria of resiliency from the 1,191 college students’ data of engagement survey in 2015. In this study, time management refers to 8 different academic activities, while the academic challenge contents learning intention, course participation, quantity of reading, and cognitive engagement. This study employed correlation and multiple regression models to analyze how the different dimensions of learning activities will influence their learning experiences. The correlation analysis reveals that cognitive engagement has shown significant relationship with learning intention (r=.474, p < .001), course participation (r=.269, p<.01), and quantity of reading (r=-.208, p<.05) respectively. The result of regression model reveals cognitive engagement is the key factors which will prompt to enrich resilient students’ leaning experiences. The findings fit the related cognitive engagement theory. The results of this study may enhance the knowledge of resilient students’ engagement in higher education.

提升師資生協同學習實地教學之能

Tue, 26 May 2015 02:36:16 GMT

title: 提升師資生協同學習實地教學之能

Team-Teaching Approach for the Roles of E-learning Instructors

Thu, 14 May 2015 08:01:52 GMT

title: Team-Teaching Approach for the Roles of E-learning Instructors abstract: This paper investigates the efficacy of a team teaching, TT, model applied to an e-learning or online program, ‘Life in Cyber Space’ intended for in-service elementary and secondary teachers based in remote areas of Taiwan in the hope that university professors may be motivated to provide web-based program. Four university professors from different specialties participate in the study as e-learning instructors. The outcomes indicate that not only the learners, who are the school teachers, are highly interested in the program, but also the instructors, who are the university professors, consider TT model to be effective in reducing the teaching load in this online program

Exploring Cognitive Difference in instructional outcomes using Text mining technology

Thu, 26 Feb 2015 08:30:59 GMT

title: Exploring Cognitive Difference in instructional outcomes using Text mining technology abstract: Instructional outcome is an important part of instructional design theory which is hard to evaluate during education setting, especially, for attitude learning outcome. Traditionally, the most famous research method in attitude learning outcome is interview with open questionnaire. The drawback of interview method is the number of subjects is quite limited. This drawback can be improved by using new technology of text mining. Objective of this research is to find if there is any difference in cognitive learning for students from different backgrounds using text mining technology. The research is performed in three phases. First, documents of fifty four students concerning their thoughts after watching the film “Moon Child” were collected. High frequency terms were sifted from all terms to form the main thoughts of each and all documents. In the second phase, chaos theory was applied to divide these thoughts into two levels, basic concept level and attribute level. The main thoughts and each level of the main thoughts were visualized in network form and regarded as cognitive concept map. Finally, Average Path Length of cognitive concept maps were computed and analyzed. Experiment results indicate for students from different background, there is significant difference in their cognitive learning outcome. This result should be valuable for instructional design theory and can be served as an alternative in evaluating instructional outcome in the near future.

The KeyGraph Perspective in ARCS Motivation Model

Thu, 26 Feb 2015 08:22:14 GMT

title: The KeyGraph Perspective in ARCS Motivation Model abstract: This study examines the learning motivation by means of the traditional ARCS questionnaire and the new technology KeyGraph method. The purposes of the study are to provide pictures of the ARCS model in scenario map format, to supple information in facts and in possible chances, to identify the important elements of each factor in the ARCS model in four scenario maps, and to suggest the possible chances. This collects the data by ARCS questionnaire and analyses the data with the KeyGraph method. The six scenario maps provide the research results. The six scenario maps reveal the learner motivation information and the possible chance to teachers or the instructional designers. The significances of this study are not only in theory, enriching the ARCS motivation model theory and extending the application of the KeyGraph method, but also in practical education system, indicating the feedback and providing the suggestions.

Examining secondary student teachers’ perceptions of technological pedagogical content knowledge in Taiwan.

Fri, 06 Feb 2015 06:48:06 GMT

title: Examining secondary student teachers’ perceptions of technological pedagogical content knowledge in Taiwan. abstract: This paper examined the profile of Taiwanese secondary student teachers in terms of their technological pedagogical content knowledge (TPACK). A TPACK survey on a 7-point Likert scale was employed for this study. The survey had a total of 38 items consisting of seven constructs: technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). A total of 586 responses were collected from 25 randomly selected teacher preparation programs in Taiwan during the beginning of 2012 fall semester. The results indicated that the respondents had moderately high perception for each construct, with CK being rated the highest and TK the lowest. In addition, their TPACK perceptions differed significantly due to their gender and hours of technology integration experience. Implications for development of pre-service teachers' technological pedagogical content knowledge were then discussed.

Online Workshop for Learning Strategies to Improve College Freshmen Learning

Mon, 11 Nov 2013 03:47:59 GMT

title: Online Workshop for Learning Strategies to Improve College Freshmen Learning abstract: Most of college freshmen feel frus trated in using learning strategies when they start taking college courses. Therefore, this study developed an online workshop for learning strategies for Tamkang University freshmen to help them learn in college. This 3-year project was based on instructional design model and produced 4 units online workshop. The material was evaluated by Corporate Synergy Development Center and was rated. Freshmen voluntarily signed up for workshop. After finishing workshop, the evaluation was conducted. These freshmen, who were learning the online workshop, felt that they liked the online workshop and these learning strategies help them in their college studying.

Qualitative Text Mining in Student’s Service Learning Diary

Tue, 22 Oct 2013 02:35:04 GMT

title: Qualitative Text Mining in Student’s Service Learning Diary abstract: Since Harvard University emphasized the important characters of college students, the service learning courses or activities is driving in educational system especially in higher education in order to building up the students global caring characters. This paper used the text mining technology to analyze the diary of the pre-service teachers attending the service learning activities. The purpose of this paper is to appear and analyze the service learning activities in order to finding out the learning outcome of students as well as providing a reflection of the service learning activities. The significance of this study is to provide a reflection and strategy form the practical data driven and using qualitative text mining technology. In other words, this study combined the Ground theory and text mining technology to find a storyline for reflection and to suggest some rare and important factors for improving the service learning activities.
description: teacher education

Investigating Feedbacks in Instructional Design Model Using Weak Tie Approach

Tue, 22 Oct 2013 02:24:34 GMT

title: Investigating Feedbacks in Instructional Design Model Using Weak Tie Approach abstract: This paper investigated the efficiency of the feedbacks which was analyzed with the weak tie approach, the integrating the grounded theory and the text mining technology. Using this approach, the rare and important chances may be found. These chances may improve the quality of the service learning activities and may enhance the pre-service teachers’ self-efficacy. In this study, the ADDIE model was employed in developing the service activities. The feedbacks were the reflections from those who attended the service learning activities. Weak tie approach was engaged in order to find the chances which may make the service activities better. Moreover, the weak tie approach of analyzing feedback may enhance the pre-service teachers’ self-efficacy. The significance of this paper is to propose the weak tie approach for enriching the feedback efficiency.
description: service learning activities