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    題名: 促進問題解決能力的專題式行動學習策略之設計發展與實證(II)
    其他題名: The Design and Development of Ubiquitous Project-Based Learning Strategy to Enhance Students' Problem Solving Competency (II)
    作者: 張瓊穗;朱惠芳;張志勇;石貴平
    貢獻者: 淡江大學教育科技學系
    日期: 2010
    上傳時間: 2011-07-06 22:19:22 (UTC+8)
    摘要: 環境變遷與永續發展的重要性逐漸成為全球所重視與正視的議題,透過環境教育的推動,讓學生能瞭解、欣賞與辨識價值、文化、生物物理環境間的關聯性,進而建立其對環境的正確態度與價值觀,並落實到實際日常生活中。奠基於此,本計畫希冀在大學通識課程中,運用「專題式導向」(PBL)學習策略為核心概念,設計一系列以生態環境教育為主題的教學活動,並結合各式科技的使用,如行動學習、線上探索等方式,創造虛實整合的學習效果,讓學生在多元的學習活動歷程中,建立起較高層次的思考與問題解決能力,培養其對於生態環境保育的道德倫理與關懷之情,進而化為實際行動來改善並維護家園。 本計劃在整合計劃中,係以結合平台科技的創意系統設計,而形成創意教學設計之其中一環—專題式教學策略為核心。教材內容部份,是以「濕地生態」及「水資源河川生態」專題探索為生態環境課程內容,並以系統化教學設計(ADDIE)來設計發展課程。本研究使用研究方法包含文獻分析法、訪談法和問卷調查法。另外,由於本研究主要為建構專題導向學習融入環境生態的行動學習,過程中需探究教學活動、學習目標與學習內涵階層、行動輔具之介面及學習平台的功能應用與設計原則,因此本研究預計選取含數位學習專家、教學設計專家、認知學習專家、環境生態專家等10人共同參與,以協助研究之進行。 本研究預期貢獻計有(1)協助教師深化教學策略融入行動學習之教學設計知能:運用PBL學習策略發展線上表單、教材及行動輔助工具等方式,整合虛實學習方式,協助教師深化運用PBL學習策略於教學,實踐教學策略融入生活學習;(2)提升學生問題解決、探究的能力:PBL學習活動能讓學生能藉由觀察、探索、發現問題、尋找解答、分享資訊等過程,培養其問題解決、合作學習、主動批判思考、歸納及表達能力;(3)有助提升國內數位學習教與學之品質:PBL學習策略之教學網站及結合行動輔具探究之教材,將可作為實務工作之指引,縮減數位學習課程的研發時程,並提高生產品質;(4)創造關懷生態議題交流平台:師生不僅在教室、真實環境進行學習交流,也能與虛擬學習社群相輔相成,進而成為交流資料庫,並可作為未來大專院校之開設專題導向融入環境生態議題的行動探究課程之參考,以及(5)培養高等教育師生以資訊科技學習的習慣:透過計畫推廣PBL策略,結合便利的科技運用,培養高等教育師生熟悉運用資訊科技進行分析、統整、應用、分享、溝通與合作學習的學習方式,期使將資訊科技融入生活應用,發展國民問題解決能力。
    The Design and Development of Ubiquitous Project-based Learning Strategy to enhance students’ Problem Solving Competency (II) Environmental changes and sustainable development gradually become international issues. Through environmental education, students could realize, appreciate and recognize the connections among value, culture, and physical environment, and then build up the positive attitudes and values toward the environment and also put into practice. Therefore, this project hopes for designing a series eco-education-based instruction using Project-Based Learning strategy in undergraduate general education courses. Also, technologies, such as mobile learning and online inquiry, would be used to create virtual versus real learning effects. Students could build up high level thinking and problem solving skills by these multiple learning activities. Furthermore, morals and concerns of eco-environmental conservation would be cultivated and then acted out. In the international program, this project, which is composed of creative platform technology system design, creates an innovational instruction design—Project-based teaching strategy. Regarding the courseware contents, “ Wetland Ecology” and “ Water Resources Ecology” project inquires would be the contents of environmental ecology courses, which were depicted by instructional system design – ADDIE. This study involved literature-analysis, interviews and questionnaire survey. Ten professionals would be participated as specialist in the domains of digital learning, instructional design, cognitive learning, and environmental ecology. The implications for this study were describe as followed. First, teachers’ instructional design competencies which integrated instructional strategies into mobile learning would be extend. Second, the abilities of problem solving and inquiry of learners would be promoted. Then, the qualities of instruction and learning of domestic digital learning would be raised. Moreover, ecology issues discussion platform would be created, and the virtual learning communities could also form a database for further research. Finally, through the implementation of PBL strategy, instructors and students of higher education would be habituated to learning from information technology than before. Meanwhile, learning method of analysis, synthesis, application, participating, communication, and collaborative learning would be cultivated.
    顯示於類別:[教育科技學系暨研究所] 研究報告

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