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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/102885

    Title: 以網路國際交流重構學習者教材知識的契機與實例
    Other Titles: An Online International Project as a Path to Reconstruct Learners’ Knowledge in Learning Materials, Opportunities and Examples
    Authors: 陳劍涵;陳麗華
    Contributors: 淡江大學課程與教學研究所
    Keywords: 國際教育;多元素養;重構教材知識;網路協作平臺;跨文化理解;International education;Multiple literacies;Reconstruct knowledge in learning materials;Online collaboration platform;Intercultural understanding
    Date: 201504
    Issue Date: 2015-05-11 11:32:12 (UTC+8)
    Publisher: 台北市:國家教育研究院教科書研究編輯委員會
    Abstract: 「多元素養」(multiple literacies)拓展了傳統教育「讀寫素養」(literacy)
    的目的即以國際教育資源網(International Educational and Resource
    Network, iEARN)之「未來教師專案」(The Future Teacher Project)臺

    Globalization and emerging technologies are changing the world. The concept of "multiple literacies" has broadened the traditional definition of the term "literacy" to meet multiple new needs in modern life. The goal of multiple literacies is to extend the concept of learning, emphasizing cross-cultural skills and technology use in societies with various cultures and languages. Accordingly, textbooks are critical in teaching and their design and format continue to undergo change. However, research indicates that traditional textbooks are text- and expert- oriented, characteristics that hinder critical skills students need today. Using theoretical analysis, this article discusses"The Future Teacher Project", an example of iEARN (International Educational and Resource Network) project in which Taiwanese teachers and students interacted with Palestinian teachers and students through the iEARN online collaboration platform, showing that new online learning materials can be multimodal and effective; knowledge in learning materials can be reconstructed by learners by communicating with international peers; and these constructive learning experiences can promote intercultural understanding as an innovative path to enhance teaching and learning.
    Relation: 教科書研究 8(1),頁 109-134
    Appears in Collections:[課程與教學研究所] 期刊論文
    [師資培育中心] 期刊論文

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