English  |  正體中文  |  简体中文  |  Items with full text/Total items : 55499/89835 (62%)
Visitors : 10954540      Online Users : 21
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/987654321/31326

    Title: 國中程式語言教學網站之設計與發展
    Other Titles: The design and development of a programming course website at a junior high school
    Authors: 陳昱璇;Chen, Yu-hsuan
    Contributors: 淡江大學教育科技學系碩士在職專班
    何俐安;Ho, Li-an
    Keywords: Atutor;教學平台;國中;程式語言教學;Atutor;platform;junior high school;programming course
    Date: 2009
    Issue Date: 2010-01-11 00:32:15 (UTC+8)
    Abstract: 在九年一貫教育實施之後,電腦課成為彈性課程,資訊教育在國中教學環境中所重視的程度變成不盡相同,各校所上的時數也就不同。然而,為了能夠完整介紹電腦的世界,在進行電腦教學時,皆會提到「程式語言」,但都僅止於介紹,對於有意多加認識並學習程式語言的國中生而言,則資源有限。


    After implementing the Grade 1-9 Curriculum Education, the computer instruction has been an alternative learning periods. The important of information technology education in various junior high schools are different, so that the periods of information technology education are not the same. Therefore, we usually talk about “Programming” to introduce the complete knowledge of computer during the instruction. After all, we just make an introduction of programming. It’s not enough for junior high school’s students who want to learn more knowledge about programming.

    For this reason, this study aims to apply the LCMS-Atutor technology in the design and development of a web-based instruction for a programming course in a junior high school. During the instruction, the sample students are encouraged to take the full advantages of the design of the web-based course which supplies up-to-date course agenda and online tools to interact with their peers and instructors. In addition, the study tries to maintain efficient communications with the students, as well as incorporating multi-instructional methods in their courses.

    The findings of this study are:
    1. It is important to notice that the speed and the entry behavior of each student are somewhat different, and then in order to point out the different keys of instruction contents. Furthermore, the sample students can modify the program is the main point of instruction contents.
    2. The film of operating is the central material of instruction, and the explanation of slide is the assistance one. In addition, the flash animation is not necessary.
    3. For the application of instruction strategies, first of all, instructors should combine the sample students’ prior knowledge and build their advanced organizer to get the basic conception, the declarative knowledge. Second, the strategies for instruction leading to learning procedures and principle learning are applied by turn. Finally, the project designs or the program modifications are applied by problem-solving instruction.
    4. It is considered beneficial to fully take advantages of existing online tools in helping students to interact with each other and with the instructors. In other words, they all understand that they can discuss the questions about curriculum contents or homework on the existing online tools.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

    Files in This Item:

    File SizeFormat

    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