淡江大學機構典藏:Item 987654321/105012
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/105012


    Title: 國民小學閩南語教學資源網站評估指標之研究
    Other Titles: Research on the evaluation indicators of resource websites for Min Nan language teaching in elementary school
    Authors: 何佳澄;Ho, Chia-Cheng
    Contributors: 淡江大學教育科技學系碩士在職專班
    蔡秉燁
    Keywords: 模糊德菲術;網站評估;指標;Fuzzy Delphi;Websites Evaluation;Index
    Date: 2015
    Issue Date: 2016-01-22 14:45:38 (UTC+8)
    Abstract: 本研完目的旨在建構「國民小學閩南語教學資源網站評估指標」，採焦點團體座談法(focus group)和模糊德菲法(Fuzzy Delphi)，以科學性的方法彙整專家們的意見，以取得共同的看法。首先彙集國內外有關教學資源網站指標相關之文獻編製成問卷初稿。邀請4位閩南語教學專家進行座談，並對指標提供意見，依專家之意見製成問卷，每題以0-1分計。Delphi專家群共17人，以匿名方式經過Fuzzy Delphi專家問卷調查，達成各指標項目之共識。
    指標包括：吸引力(8.92%)、多媒體能力(8.84%)、完整性(8.7%)、反應時間(7.33%)、權威性及準確性(7.04%)、檢索功能(6.96%)、導航性(6.93%)、流通性(6.93%)、網站發布(5.34%)、信息組織(5.26%)、效益性(5.21%)、管理技術(5.19%)、網頁設計與排版格式(5.06%)、可靠性(3.62%)、課程設計(3.39%)、易學性(1.8%)、被連結情況(1.8%)、以及網路數據庫技術(1.68%)等18個指標。據此，國民小學閩南語教學資源網站評估指標的核心內涵，未來可進一步進行指標資料收集與分析，對將來的國民小學閩南語教學資源網站評估有實務上應用價值。
    This research focuses on constructing the assessment index of a web site for Taiwanese language teaching in elementary school. Adapting the method of the focused group interview and Fuzzy Delphi, this research attempts to scientifically analyze the opinions of specialists in order to achieve a consensus in the assessment index.
    We first reviewed literature concerning the language teaching websites ( including international literature) in order to form the first questionnaire. Four Taiwanese language teaching experts were interviewed to enable us to revise our questionnaire according their professional suggestions. After finalizing the questionnaire ( which is scaled from 0-1 for each question), we delivered it to 17 specialists. Each specialist completed the questionnaire anonymously and provided a reply. By analyzing results from the collected data, we formulated the most appropriate index of Taiwanese language teaching websites.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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