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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/114013

    Title: 國小孩童的未來學校想像
    Other Titles: An action research on elementary school students' future school images
    Authors: 李怡臻;Lee, Yi Chen
    Contributors: 淡江大學未來學研究所碩士班
    陳瑞貴;Chen, Jui-Kuei
    Keywords: 未來學校;未來意象;行動研究;未來觀;future school;Future Image;Action Research;future view
    Date: 2017
    Issue Date: 2018-08-03 14:38:48 (UTC+8)
    Abstract: 因應時代背景的影響,科技的快速發展,連帶教育理念及教學模式隨之改變,未來學校的議題被全球各個國家所正視。未來主義者欲培養孩童「未來意識」的教育思想,而其目的之一在協助目前正處於日趨變遷快速社會中的孩童,發展並學習澄清他們自己的價值觀念,且培養他們的未來觀,能夠適宜的把自己置身投向於未來,以有效地面對並應付個人和社會的變動。


    The education ideas and teaching modes change in correspondence with time background and rapid development of technology. All countries face up to the theme of future school therefore. The futurists would like to foster students’ thoughts of “future consciousness.” One of the aims is to assist students whom are under the rapid-changed environment, in developing and clarifying their values. Moreover, in cultivating their future views in order to face their futures adequately and manage individual and societal changes effectively.
    The author would like to achieve the below goals through the action research. First, build students’ initial future views and construct the images of future school. Secondly, break the existing frames and barriers of learning or traditional schools and explore how technology and interpersonal interaction work in the imaginary future school. Thirdly, design classes to arouse future views and future consciousness in order to understand students’ future images of future school.
    Through qualitative research, the paper concludes that students’ future views could be rooted since they are children to develop their future consciousness. Students’ imaginary views and outlined blueprint of future school illustrate that students think the technology is still the mainstream. Future school won’t be limited to time and space, and people can communicate immediately. However, the interpersonal interaction is poor relatively. In conclusion, students’ imaginary views show that there is no more traditional teaching in future school. The teaching mode is flexible. Students interpret their imaginary future school with the creation stimulated.
    Appears in Collections:[Master's Program, Graduate Institute of Futures Studies] Thesis

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