English  |  正體中文  |  简体中文  |  Items with full text/Total items : 49094/83209 (59%)
Visitors : 7015001      Online Users : 69
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/27124


    Title: 情境教學中教師教學歷程之俗民誌研究
    Other Titles: Situated Learning and Teacher Behavior: an Ethnographic study of Teaching Process in Anchored Instruction
    Authors: 徐新逸;Shyu, Hsin-yih
    Contributors: 淡江大學教育科技學系
    Keywords: Situated learning;Anchored instruction;Instructional process;Ethnographic research
    Situated learning;Anchored instruction;Instructional process;Ethnographic research
    Date: 1999-06
    Issue Date: 2009-12-15 14:10:26 (UTC+8)
    Publisher: 淡江大學資訊與圖書館學系
    Abstract: The purpose of this study was to investigate the instructional process and teacherbehaviors during technology-enhanced anchored instruction, by using an ethnographicstudy method. Participant observation, formal interview, informal interview, and artifactcollections were used to investigate the influence of teacher behaviors on classroom management, guides for students' cooperative learning, and interaction between teachers andstudents. The findings were analyzed and synthesized in terms of three aforementionedaspects. Conclusions and implications wen, also discussed. This study is importantbecause it provides teachers with several guidelines for implementing technologyenhanced anchored instruction in a classroom.
    Relation: 教育資料與圖書館學36(4),頁420-435
    Appears in Collections:[教育科技學系暨研究所] 期刊論文

    Files in This Item:

    There are no files associated with this item.

    All items in 機構典藏 are protected by copyright, with all rights reserved.


    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback