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    Title: 資訊融入合作學習策略於國中唐詩教學之行動研究
    Other Titles: An action research of integrating information technology into collaborative learning for Tang poetry teaching in junior high schools
    Authors: 鍾雅君;Chung, Ya-Chun
    Contributors: 淡江大學教育科技學系數位學習在職專班
    黃雅萍;Huang, Ya-Ping
    Keywords: 資訊融入;合作學習;唐詩;Tang Poetry;Collaborative Learning;Information Technology
    Date: 2014
    Issue Date: 2015-05-04 09:19:55 (UTC+8)
    Abstract: 本研究為國中國文教學策略的行動研究。因應廿一世紀終生學習的概念,並解決教師教學上的困境,本研究將依據國中七年級國文科「唐詩」課程內容,實施二個月資訊融入合作學習的行動研究。嘗試在國中國文唐詩課程中結合資訊融入合作學習策略,發展相關課程教案、表單以供日後相關老師與研究作為參考。本研究的主要發現如下:
    一、資訊融入合作學習策略之唐詩課程教學設計,有別傳統教學方式,學生學到了另一種解決問題的方法,也提升了國中七年級學生學習態度。
    二、學生透過資訊融入合作學習策略建構知識,提升了七年級學生學習唐詩的學習成就。
    三、藉由資訊融入協作學習策略的行動研究,促進教師的個人教學省思,教師對使用資訊融入合作學習策略的掌控更加成熟,教學也更加多元化。
    本研究進一步對於研究結果進行討論與應用建議,希望研究結果能提供相關研究投入與國語文教育教學應用實務之參考。
    This study is an action research on teaching strategies of Chinese courses for junior high schools. In response to the concept of lifelong learning in the 21st century, as well as for solving the teaching dilemmas of teachers, this study is based on the content of Chinese ''Tang Poetry'' curriculum for junior high school seventh graders. During the implementation of this action research of integrating the information technology into collaborative learning this study attempts to incorporate the use of information technology with collaborative learning strategies in Tang Poetry courses for junior high school and to develop relevantteaching plans and charts for related teachers and researchers as the future reference. The main findings of this study are as follows:
    Firstly, different from traditional teaching methods, employing the strategy of incorporating information technology into collaborative learning in Tang Poetry teaching can enable students to learn another method to solve problems, and can also improve the learning attitudes of junior high school seventh graders.
    Secondly, through integrating information technology into collaborative learning, students can construct their knowledge bases, and their learning achievements can be also enhanced.
    Thirdly, via the action research integrating information technology into collaborative learning, teachers’ personal self-reflections on teaching can be motivated; teachers are able to be more familiar with the control over the strategy of integrating information technology into collaborative learning, and their teaching would be more with diversity.
    This study further discusses the research results and applications, and I hope that the research results can provide the practical reference for relevant researches of Chinese education and teaching.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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