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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31404

    Title: 建構未來世代理想之教育圖像
    Other Titles: Constructing alternative images of education for future generations
    Authors: 羅斐文;Lo, Fei-wen
    Contributors: 淡江大學未來學研究所碩士班
    陳國華;Chen, Kao-hua
    Keywords: 未來;另類教育;教育圖像;Future;Alternative education;Images of Education
    Date: 2007
    Issue Date: 2010-01-11 00:39:21 (UTC+8)
    Abstract:   在資訊科技時代裡,未來世代學習型態與方式與過去截然不同,傳統教育遭受挑戰。適性發展是近年來全球教育共同關注的議題,受到這股思潮的影響,強調以孩子為教育主體,尊重每個孩子的獨立性與學習選擇的另類教育模式被引進台灣。然而,另類教育是否就是家長、教師與孩子心目中最為理想的教育發展模式?有哪些可以再加強與改進之處?什麼樣的教育內涵是理想教育應具備的?為本研究欲探索之重點。本研究運用深度訪談法及情節分析法,彙整教育關鍵角色的意見與想法,從未來世代之學習需求角度,分析臺灣另類教育現況及其未來發展途徑之可能連結,探索未來教育之內涵及其可能型態,最後建構出未來世代理想教育圖像。
    In the era of information technology, educational models and ways of learning are relatively different from those in the past. Being challenged, traditional education has been transforming to meet the needs of future generations within a globally networked educational system. As a result, Taiwanese society has undergone on developing alternative educational models by putting emphasis on the uniqueness of each child. Nonetheless, further related research questions require to be investigated in order to establish an ideal and future-oriented pedagogy for parents, teachers, and children. Using semi-structured interview and scenario analysis, this research gathers ideas and opinions of potential stakeholders who hold valuable in-depth worldviews on images of the educational futures. Conclusively, the analysis aims to discover the contents and possible scenarios of education for future generations, and contribute to construct ideal images of the future.
    According to previous research, alternative education in Taiwan could be categorized into two major types. The dominant one is alternative schools and the other is home schooling. Both educational types put emphasis on children themselves as focuses in the process of education. Alternative education stresses on respect-based teaching, mixed-age learning, tailored learning, flexible contents, teachers as co-learners, and learning how to learn. The results turn out that these qualities are regarded as the ideal and future-oriented educational contents by most of the educational stakeholders. Whereas information technology brings about paradoxical reactions: expectation and fear. This study also suggests that the ideal education should focus on promoting eight key elements, including educational subject, values, goal, content, attitude, pedagogy, certification and multicultural learning. A variety of choices on alternative education should be made available to all parents, teachers and students. With these choices, alternative images of education for future generations should be opening up the future and how it is taught.
    Appears in Collections:[未來學研究所] 學位論文

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