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    題名: WebQuest在國小社會學習領域之教學設計研究
    其他題名: Research on instructional design of WebQuest in elementary social studies
    作者: 鄭詩穎;Cheng, Sing-ying
    貢獻者: 淡江大學教育科技學系碩士班
    徐新逸;Shyu, Hsin-yih
    關鍵詞: WebQuest;社會學習領域;教學設計;WebQuest;Social Studies;Instructional Design
    日期: 2006
    上傳時間: 2010-01-11 00:27:54 (UTC+8)
    摘要: 本研究主要探討WebQuest在國小社會學習領域之教學設計方式,並發展教學實施方案與工具的教材、教學指引、學習單,以國小四年級上學期翰林版「家鄉的交通」單元「台北捷運」為主題做為例子。為達到研究目的,研究者採用系統化教學設計(ISD)作為研究過程,先蒐集國內外WebQuest文獻進行文獻探討,然後進行學習者、教學者和教材內容分析,據此設計教學實施方案與工具,再經由教學者評鑑後,以台北縣龍龍國小四年十班師生為對象進行教學實驗,並請教學專家評鑑教學實施方案與工具,做為再一次修正之建議。
    本研究得到四大項結論,在教學設計方面:「分析階段」需進行學習者分析、教學內容分析、教學環境分析;透過八項步驟進行「設計與發展階段」;最後運用WebQuest六個元素重組,並發展教材,得到下列五項WebQuest應用在國小社會學習領域之教學設計上的省思:一、可作為社會學習領域主題統整教學的設計模式;二、應注意學生對教學主題的先備經驗;三、選擇適當且正確的網路資源;四、要設計能培養社會學習領域所強調的高層次思考技能及多元能力的複雜任務;五、宜注意教學媒體與教室設備的狀況。
    在影響實施因素方面得到以下結論:一、教學設計的時間與實際實施的時間有差異;二、需加強教師與學生對WebQuest的認知;三、教師針對學生個別的引導格外重要;四、適當的班級經營策略可以激發學生的學習動機;五、充分的軟硬體設備對教學成功有絕對影響。
    在學習者成效狀況方面則獲得以下結論:專家認知與學生表現有所差異。在學習者感受方面則獲得以下結論:學生對於使用WebQuest在社會學習領域課堂上的接受度大。
    研究結束後本研究的省思有:一、在教學實施前充分與合作教師面對面溝通;二、最好能選擇學科領域專家教師合作;三、教學實施的時程太短。而根據結論本研究針對教育相關機構之建議有:一、應注重在職教師與職前教師引導能力之培養;二、應針對教學需求建置合適的網路資源;三、應舉辦教師研究工作坊推廣WebQuest。對社會領域教師之建議為:一、本研究之教學實施方案還可有其他的變化;二、還可設計其他教學主題的WebQuest。對教師之建議為:一、教師平時應多加強學生閱讀與組織能力,二、教師宜轉換角色成為學生的引導者。對未來研究者之建議為:一、嘗試可研究其他年齡層為學習對象;二、嘗試可研究應用WebQuest到其他學科。
    The main purpose of this research was to discuss the instructional design approach of WebQuest in elementary social studies, and developed an instruction program and tools including teaching material, instructional guide and learning sheet. The researcher used the unit of Traffic of country in Han Lin edition and topic of “Taipei MRT” as an example. In order to achieve the research purposes, the researcher adopted the Instructional Systematic Design(ISD)method as the research process. First, the researcher analyzed the literature of WebQuest. Then, the researcher analyzed the learner, the instructor and the content. Based on the result of analysis, the instructional program and tools was developed and implemented in an elementary school at Taipei country, and was revised according to the suggestions by the experts.
    The conclusion summarized as follows. First, the instructional program and tools was developed by eight steps and use WebQuest six blocks to restructure in the design and development phase. In this way the researcher learned five lessons: (1) WebQuest can be a design model of thematic curriculum planning in social studies; (2) the instructional designers or teachers have to pay attention to pre-exiting experiences of student for instruction topic;(3) the instructional designers or teachers have to chose appropriate and correct internet resources;(4) the instructional designers or teachers have to design complicated task which can develop higher thinking skills of student that is stressed in social studies;(5) the instructional designers or teachers have to pay attention to the state of instruction media and facilities.
    Second, in the phase of implementation, these comes five findings: (1) time of Instructional design is differentiate from implementation; (2) have to strengthen teacher and student’s cognition for WebQuest; (3) teacher’s guiding personally to student was very important; (4) appropriate strategy of classroom management can inspire students’ learning motivation; (5) instructional equipments or facilitations should be sufficient in order to achieve positive influence on teaching.
    Third, with regard to learning outcome, there were difference among the performance of experts and students.Forth, with regard to attitude, WebQuest was widely accepted by the students.
    According to the conclusion, some suggestions of the research were proposed. There were three suggestions for educational organizations. First, the organizations should emphasize the importance of the guiding ability of teachers. Secondly, the organizations should set appropriate internet resources for instructional needs. Third, the organizations should offer workshops for diffusing the WebQuest. There are two suggestions for teachers in social studies. First, the instructional program and tools of this research still have other variations. Second, teachers of social studies could design the WebQuest of other instruction topics. There are two suggestions for instructors. First, instructors should emphasize students’ abilities of reading and organization. Second, instructors can be a guilder. In the suggestions for the follow-up research, it is suggested that the study target audiences for the follow-up research will be extended to other ages and follow-up research will investigate on the applications in other courses.
    顯示於類別:[教育科技學系暨研究所] 學位論文

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