淡江大學機構典藏:Item 987654321/98126
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/98126


    Title: ARCS動機理論在生命關懷課堂教學之成效―以淡江大學的一堂通識課為例
    Authors: 李國璋;徐加玲
    Contributors: 淡江大學課程與教學研究所
    Keywords: Global education
    Date: 2014-05-23
    Issue Date: 2014-05-27 10:45:43 (UTC+8)
    Abstract: Nowadays, all the college students are the digital natives who are very different from the instructors who are digital immigrant. So, traditional teaching methods may not gain attention from those who are digital native students. Therefore, how to design a curriculum and instruction course for those students is the aim of this study.
    The Global education is one of the important issues recently. To be a global citizen needs many good characters such as cooperation, carefulness, etc. Since the students who are digital natives as well as global citizens, they are required to have those characters. Hence, the subjects matter curriculum and instruction may not help them to develop the carefulness. What kind of curriculum and instruction will accomplish the required of the global citizen, especially, the carefulness and cooperation characters.
    In order to matching the digital native students, the course design contains many different elements in it such as inviting guess speaking, movies, discussion and learning service activities. Two hundred and sixty Participants were in the course, the ARCS motivation questionnaire was used to check the effective of the curriculum and instructional design at the end. As well as the ARCS questionnaire, the students characteristic were also measured. An ANOVA statistics was used to analyze the data. Hopefully, it may provide some suggestion for instructor to change the teaching method to fit to the digital native students to become global citizens.
    Relation: 數位原生世代的全球教育:前瞻與省思─課程、教學與教師發展國際學術研討會=2014 International Conference on Global Education for Digital Natives: Prospects and Reflections
    Appears in Collections:[Master's Program, Graduate Institute of Curriculum and Instruction] Proceeding

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