English  |  正體中文  |  简体中文  |  Items with full text/Total items : 59681/92958 (64%)
Visitors : 825970      Online Users : 42
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/987654321/51501


    Title: 探討WebQuest在特殊教育學校高職部學生社區生活課程之行動研究
    Other Titles: An action research of integrating WebQuest into community life course for high school special education students
    Authors: 羅珮云;Lo, Pei-yun
    Contributors: 淡江大學教育科技學系碩士在職專班
    鄭宜佳;Cheng, Yi-chia
    Keywords: WebQuest;特殊教育學生;社區生活課程;行動研究;學生學習成效;學生學習感受;WebQuest;Special Education Students;Community Life Curriculum;Action Research;Student Learning outcomes;Student Learning Experience
    Date: 2010
    Issue Date: 2010-09-23 15:21:59 (UTC+8)
    Abstract: 本研究旨在以WebQuest教學方式在特殊教育學校高職部學生社區生活課程進行教學,藉此了解高職階段特教育學生以WebQuest教學模式融入社區生活課程中實施困難及問題解決之道、學生的學習表現及學習感受,同時也試圖了解學生在使用WebQuest學習時的學習態度與學習成果,最後提出當前教師應用WebQuest教學方式與實施工具的具體建議。
    研究者自行設計教學活動與網站,透過觀察、訪談、問卷、教學省思、學習單等方式,從中蒐集教學與學生的資料,加以整理與分析資料進行研究。研究結果發現:
    一、影響學生實施WebQuest教學的因素有時間壓力、網路系統的順暢性、學生語文能力與資訊素養、學生合作學習的技巧。
    二、WebQuest教學對特殊教育學生有正向提升學習動機與學習效果,且可獲得成就感與滿足感。
    三、學生的閱讀能力、資訊素養、學習先備知識皆會影響學習,求助老師是學生常見的解決問題策略。
    四、教師應用WebQuest網頁融入教學需思考符合特殊教育學生的教學內容、教學策略、任務難易度及資訊科技應用等因素。
    The study aimed to get insight into the class in which teachers employed WebQuest to teach special education students in the Special Education High School. The focus of this study were to identify the barriers of combining WebQuest and Community Life Curriculum in one class, explore the solutions to the problems found in the “ WebQuest classroom”, and investigate student performance and feedback. Simultaneously, the researcher made an attempt to understand student learning attitudes and outcomes after they experienced how to use WebQuest in class. Furthermore, the specific suggestions about how to apply WebQuest in the classroom and the related measures are provided for the current teachers.
    Through observations, interviews, questionnaires, teacher reflection, worksheets, etc., the researcher collected data from the teaching activities and websites designed by the researcher herself. The collected data were organized and then analyzed carefully.
    The findings of the study are as follows:
    First, time concern, fluency of the Network system, student language proficiency as well as information literacy, and student cooperative skills were the crucial factors that affected the application of WebQuest in the classroom.
    Second, teaching WebQuest could positively reinforce special education students’ learning motivation and help them study more effectively. In this manner, fulfillment and satisfaction for students came spontaneously with the application of the WebQuest.
    Third, student reading proficiency, information literacy, and prior knowledge all influenced their learning. When encountering problems, the most common way for students to solve their problems was to ask for teacher’s help.
    The researcher recommends that Fourth, teachers who intend to integrate the WebQuest websites into teaching need to think over what kind of teaching material, teaching strategy, difficulty level, technology, and information best suit special education students.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

    Files in This Item:

    File SizeFormat
    index.html0KbHTML247View/Open

    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