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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/101898

    Title: 中小學能源科技教育推動中心種子教師推動能源教育之研究 : 以新北市為例
    Other Titles: Study of seed teachers of energy technology education promotion center : example of New Taipei City
    Authors: 楊惠芸;Yang, Hui-Yun
    Contributors: 淡江大學課程與教學研究所碩士在職專班
    朱惠芳;Ju, Huey-Fang
    Keywords: 能源教育;需求調查;Energy Education;Needs Survey
    Date: 2014
    Issue Date: 2015-05-04 09:20:50 (UTC+8)
    Abstract: 本研究旨在瞭解新北市能源教育種子教師在學校推動能源教育的現況,以及推動困難與解決策略,並調查中小學教師推動能源教育之需求。
    二、 新北市能源教育種子教師推動能源教育時遭遇困難與解決策略如下:
    (二) 課程與教學:透過多元的活動及彈性的實施時間解決。
    This study aims to understand the present status about promotion of energy education by elementary and secondary seed teachers in the school in New Taipei City.In addition, researcher try to know about promotion difficulties and solving strategies, and to investigate the needs of teachers to promote energy education.

    This study investigated 35 seed teachers by questionnaires and interview eight of them.The results are as follows:

    1.The training of energy education seeded teachers is helpful to promote energy education in the school.

    2.The way of energy education implementation presente in a diversified development. The most effective strategies to promote energy education is carrying out in various fields of instruction.

    3.Most seed teachers emphasized to set a good example to implement of carbon reduction action.

    4.Most seed teachers thought to apply relevant learning, and teachers should cooperate with the family members.

    The difficulties and solving strategies about promotion of energy education by seeded teachers in New Taipei City are as follows.

    A.Policy and Management
    Schools can cooperate with communities to set funding actively;seed teachers can elaborate their professional assistance, and then extended to the whole school with combination of environmental education.
    B.Curriculum and Instruction
    To accomplishing the curriculum and instruction through diverse activities and flexible implementation time.
    C.Life and Behavior
    The most effective way is teacher’s action, then making schools and families work together to promote energy education.
    D.Learning and Growth
    Through visiting other schools and institutions, teacher can grow well.
    Appears in Collections:[課程與教學研究所] 學位論文

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