臺灣博碩士論文加值系統

　　近年來，創客運動於國際掀起風潮，動手做成為創新教育的關鍵元素，創客教育強調從做中學，整合知識與科技，使學習來自於創造的過程。創客教育是結合教師的專業領域，以及跨學科的知識，設計與實施適當的創客課程，然而在缺乏跨領域的技術與教學資源的情況下，創客教學不容易被實現。本研究提出一套教師創客教學能力培訓模式，試圖讓教師了解創客教育的概念，培養創客教學能力，進而規劃創客教學課程活動。對教師實際實施此培訓課程作為研究方式，觀察教師對創客教育的技能增長與信念，探討此訓練模式之成效。
　　研究結果顯示，教師經過創客教學能力培訓課程後，創客技術能力層級有所提升，創客實作與教學信心增長，並建立創客課程活動的設計知能，教師創客教學能力培訓模式可以依據目標加以規劃與實施。

Maker education emphasizes learning by doing. Maker curriculum should involve teaching of interdisciplinary knowledge through hands-on activities. This study proposed a method for training teachers to engage in maker activities. The objectives were to enhance teachers’ maker education concepts and to foster development of teaching curriculum with embedded maker activities. We have developed teacher training curriculum and experimented with 16 teachers over a 6-week period. Teacher’s learning progress and feedback were collected and analyzed.

The research results showed that after maker the training, teachers' confidence and maker project skills have improved. Furthermore, some teachers were ready to embed maker activities into their teaching.

第一章 緒論 1
1.1 研究背景 1
1.2 研究目的 2
1.3 研究範圍 2
1.4 論文架構 3
第二章 文獻探討 4
2.1 創客教育 4
2.2 專題式學習 8
2.3 最低綱領訓練模式 12
第三章 研究方法 15
3.1 研究設計 15
3.2 研究工具 26
第四章 實驗結果與討論 28
4.1 實驗對象背景 28
4.2 教師創客教學技術能力學習成效 33
4.3 教師創客實作與教學信念 42
4.4 綜合討論與分析 46
第五章 結論與建議 48
5.1 結論 48
5.2 未來方向 51
附錄一 課程前問卷 52
附錄二 專題製作前問卷 54
附錄三 課程後問卷 55
參考文獻 57

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