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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/105008

    Title: 網路視覺藝術創造思考多媒體教材之設計本位研究
    Other Titles: The design-based research of internet multimedia visual arts creative thinking courseware
    Authors: 高偉恩;Kao, Wei-En
    Contributors: 淡江大學教育科技學系碩士班
    Keywords: 網路媒體;視覺藝術;創造思考教學;設計本位研究法;Internet;Visual Arts;Creative Thinking Instruction;design-based research
    Date: 2015
    Issue Date: 2016-01-22 14:45:32 (UTC+8)
    Abstract: 創造思考能力對於我國學生來說是較為缺乏的能力,而九年一貫課程教育政策之一為培養學生思考、判斷與創造等能力,但我國的學生在上課學習時,較不會主動性的發問、回答或是使用批判性思考,其最主要的原因就是我國學生已經習慣講授性的學習方式,採用機械式的學習方法進行內在處理,華人社會強調知識來自權威的傳授,使得學生無法主動建構知識也是其中影響原因之一,根本的源頭在於教師的教學方式與認知須有所改變,尤其在於創造思考的認知與創造思考策略的訓練。政府推行九年一貫教育,來培養學生判斷及創造思考的能力,但同時教師也必須提升其在教學上融入創造思考教學策略的創新。
    The ability to think creatively is what the students in our country relatively lack of. One purpose of the government''s educational policy on 1-9 grade curriculum is supposed to help our students think, judge and create. But our students seldom ask or answer questions voluntarily, or think judgmentally in class. The main reason is because our students are so used to the learning method through listening to lectures. They process what they learn inside themselves is in a mechanical way.
    Chinese society emphasizes too much on gaining knowledge from the authoritative teaching. This is also one of the reasons that our students can''t build their own knowledge structures. Changing teachers'' perceptions and teaching methods is fundamentally necessary. Especially the perception of creative thinking and the training on strategies of creative thinking. Grade 1-9 Curriculum aims to enhance students’ ability of judgment and creativity. Meanwhile, teachers should increase and renovate their teaching tactics on creative thinking as well.
    The perspective of this study is based on teaching strategies to promote creative thinking, the content of visual arts, and the diversity of Internet environment to build up a learning platform. Design-based research is implemented in eight phases, namely discovery, organization, analysis, design, development, application, evaluation, and results to research and design teaching materials of multimedia visual arts. The study was based on an evaluation of teaching materials from experts and an understanding of learning satisfaction from junior high school teachers who served as learners. Experts provided suggestions for alteration and revision on the content and the questionnaire helped understand learners’ satisfaction degree and their inspiration of creativity ability. Additionally, the worksheet explored the effects of creative thinking through teaching.
    According to the experts, a clear goal and methods of learning must be given to students. This can be done through the Internet. For example, put the point on top of the website page, and use simple words to make them understand easily. When teaching, interaction and assistances in time are crucial, including leading how to learn and how to solve problems. Finally, lesson plans should be designed gradually. Also, they must be connected with the learners'' major knowledge to keep them interested. The survey on the learners'' satisfaction indicated that they were much satisfied with learning creative thinking through visual arts. The informal form of class and free atmosphere made the learners participate more and reduce fears. They were highly willing to answer questions for there weren’t fixed answers, no right or wrong. This way learners could think actively and tend to answer more.
    Learners though the content of the visual arts instructions were not the point; instead, it increased their learning motivation. The whole learning target focused on the acquisition of developing thinking tactics. Through the worksheet, the researcher found the teaching strategies the learners came up with included giving students free space of pondering, inspiring their imagination of thinking creatively and encouraging them to speak up and embrace different ideas. From this result, it can be concluded that junior high school teachers have begun to apply the creative strategies they learn in their teaching strategies.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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