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    Title: 教學卓越計畫下大學教學發展中心運作之個案研究
    Other Titles: Study of the operating situation of university center for teaching and learning development under the teaching excellence program
    Authors: 曾珮京;Tseng, Pei-Ching
    Contributors: 淡江大學教育政策與領導研究所碩士班
    潘慧玲
    Keywords: 教學卓越計畫;教學發展中心;teaching excellence program;centers for teaching and learning development
    Date: 2014
    Issue Date: 2015-05-01 13:42:37 (UTC+8)
    Abstract: 教育部於2005年提出教學卓越計畫,透過競爭性經費的誘因,帶動大學教學品質的提升。在此影響下,許多大學也紛紛設立教學發展中心,提供教師教學與學生學習的相關支援。本研究旨在探究大學教學發展中心的運作,以及教學發展中心與教學卓越計畫之間的關係。為達研究目的,本研究針對兩所大案大學教學發展中心的行政人員進行訪談,輔以文件分析,進行資料的蒐集。
    根據研究結果,提出本研究的結論如下:
    壹、教學卓越計畫是促成教學發展中心發展的重要助力。
    貳、教學發展中心在教學卓越計畫中所扮演的角色多元,但執行重點主要是教師教學發展、學生學習支持與教學科技。
    參、教學發展中心設立的層級與編制因學校規模而異,適應個別需求。
    肆、教學發展中心的特色、經營目標與運作策略,隨學校發展各不相同。
    伍、教學發展中心的服務項目主要分成教師教學發展、學生學習支持與教學科技。
    陸、教學發展中心運作困境上,主要的共通點是人力、經費不足及教師參與率不高。
    基於本研究的發現與結論,文末針對大專校院、教育部以及未來研究提出建議。
    The Ministry of Education proposed the “Teaching Excellence Program” in 2005, attempting to improve the quality of teaching by competitive incentive funds. Under this influence, many universities, setting up the center for teaching and learning development, provide support to teachers teaching and students learning. The purposes of this study were to explore the operating situation of university center for teaching and learning development, as well as the relationship between the center for teaching and learning development and the Teaching Excellence Program. To achieve the purposes of this study, the methods adopted included interviews with two University Centers for Teaching and Learning Development administrative staff and the documentary analysis.
    According to the findings of this study, conclusions were synthesized as follows:
    1. The Teaching Excellence Program was an important boost to facilitate the development of the centers for teaching and learning development.
    2. The centers for teaching and learning development played diverse roles in the Teaching Excellence Program. The implementations of focus were teacher teaching development, student learning support, and teaching technologies.
    3. Administrative level and the preparation of the centers for teaching and learning development varied by school size.
    4. Characteristics, missions and strategies of the centers for teaching and learning development were different in the schools.
    5. Services of the centers for teaching and learning development included teacher teaching development, student learning support, and teaching technologies.
    6. Difficult positions of the centers for teaching and learning development included lack of human and financial resources and teacher participation rate was not high.
    Based on the findings and conclusions of the study, suggestions were proposed for universities, the Ministry of Education, and future studies concerned.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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