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    Title: 國民小學資訊教育課程規劃之研究 : 以台北縣為例
    Other Titles: 國民小學資訊教育課程規劃之研究 : 以臺北縣為例
    A study on design information education curriculum for primary school : an example of the Taipei county
    Authors: 林昆賢;Lin, Kun-hsien
    Contributors: 淡江大學教育科技學系碩士班
    蔡秉燁;Tsai, Ping-yeh
    Keywords: 學習地圖;有意義的學習;累積學習理論;詮釋結構理論;九年一貫課程;Learning Map;meaningful learning;cumulative learning theory;Interpretive Structural Modeling;ISM;nine-year integrated curriculum
    Date: 2005
    Issue Date: 2010-01-11 00:27:47 (UTC+8)
    Abstract: 教學成功與否,最重要的是課程內容好壞。九年一貫課程對資訊融入教學的議題討論甚多:包括教師如何應用資訊多媒體與豐富的網路資源,以及學生如何利用資訊科技主動建構知識、提升高層次創造思考能力等議題。坊間資訊課程設計,都以教育部頒訂的能力指標,作為課程教材編制參考。課程開發方法及過程多以科別、領域劃分,且由出版商尋找各領域優良教師或學者專家撰寫。這樣的情形造成幾種現象:(一)知識領域未結構化(二)片段式知識。(三)自編教材良宥不齊。
    為建立學生的學習地圖,研究者藉由布魯納的結構主義課程論,將資訊教育知識結構化,形成『有意義的學習』,讓學生主動掌握資訊教育知識的基本結構。並藉蓋聶的累積學習理論,分析整個學習過程中必須先具備的元素,也就是:『先備知識』,運用學習階層概念,將知識架構中的元素予以獨立分析之後,就可建構出_概念結構圖。
    本文探討國民小學資訊課程結構化之設計。將課程教材內的要素細分,決定彼此關連性,並透過詮釋結構理論分析出知識結構,最後產生結構化教材。本文主要目的是分析現行國民小學資訊教育課程的階層性,並說明如何應用在資訊課程規劃設計上,並以資訊教育課程架構圖加強學習之連貫性,使學習者對所學有整體歸納性之理解。
    The quality of material possesses the greatest significance in instruction success. There are a lot of debates and issues on technology integration for nine-year integrated curriculum: including how teachers should employ multi-media information and abundant internet resources; and discussions on how students could use information technology to construct knowledge actively and promote high level of inventive and logical ability.
    Generally, the design of information curriculum becomes an editing reference of curriculum material according to the competence indicators established by Department of Education. The methods and processes of material development are often divided by subjects and fields, and publishers would find excellent teachers or professionals in each specific area to write. This circumstance caused a few phenomena: 1) knowledge domain has not been structuralized 2) fragmented knowledge 3) some of self-edition material is good, some is bad.
    In order to build up a learning map for students, the researcher used Bruner’s structuralism curriculum theory to structuralize knowledge of information education; meaningful learning is then created as a fundamental structure which students can master information education knowledge. By cumulative learning theory of Gagne, the research analyzed the prerequisite factors necessarily in a whole learning process, that is prior knowledge. Applying the concept of learning hierarchy, a map of concept structure is constructed after analyzing the elements of knowledge frame individually.
    This article investigated the design of structuralized information textbook of elementary schools. By classifying the essentials of curriculum material, their associations were determined. Moreover, through interpretive structural modeling (ISM), a knowledge structure is analyzed and produced structuralized material finally.
    The purpose of this work is analyzing the hierarchy of information education curriculum in current elementary schools and explaining how to apply it in the design of information material; and reinforcing learning coherence by composition of learning concept, so that learners can have the whole inductive understanding in what they learn.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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