臺灣博碩士論文加值系統

本研究旨在比較台灣與模里西斯中小學資訊教育的發展與現況。其研究採用G. Z. F. Bereday的比較教育研究法和文獻分析法。本研究分為五個部份：(1) 緒論：研究背景、研究動機、研究目的、名詞解釋和研究限制。 (2) 研究方法：比較教育的目的、比較教育的方法和研究架構與流程。 (3) 台灣與模里西斯的資訊教育：台灣與模里西斯教育制度、台灣與模里西斯資訊教育背景及現況。 (4) 台灣與模里西斯資訊教育的比較。 (5) 結論與建議。從兩個國家的究研中獲得下列五個層面得到的結論：(1) 資訊教育背景 (2) 資訊教育課程的現況 (3) 資訊教育師資素養的現況 (4) 資訊教育設備的現況 (5) 資訊教育推的策略。從上列的五個結論中得到下列建議：
對台灣：(1) 每間上課教室都應配一位資訊助理 (2) 應好好的管理每一間電腦教室的設備
對模里西斯：(1) 加強與企業界、學校合作 (2) 把培育資訊教師的課程分級 (3) 建立種子學校及種子教師。

The purpose of this research is to compare the similarities and differences of Information and Computer Education in primary and secondary schools between Taiwan and Mauritius. The method utilized in this research is the comparative educational method of G. Z. F. Bereday and also the document analysis. The content of the thesis has been divided into five chapters: (1) Introduction: Background, Motivation, Purpose of the research, Definition of term and Limitation of the research. (2) Methodology: Purpose of the Comparative Education, Method of Comparative Education and Procedure of the research. (3) Information and Computer Education of Taiwan and Mauritius: The educational system of Taiwan and Mauritius, The background and present situation of Information and Computer Education in Taiwan and Mauritius. (4) The comparison of Information and Computer Education between Taiwan and Mauritius. (5) Conclusion and Suggestions.
From the research, the researcher concluded five themes for both of the countries: (1) The background of Information and Computer Education. (2) The present situation of Information and Computer Education upon the curriculum. (3) The present situation of Information and Computer Education upon the teachers’ abilities. (4) The present situation of Information and Computer Education upon the infrastructures. (5) The promoting strategies of Information and Computer Education.
From the above conclusions there are some suggestions found in the study. They are as follows:
To Taiwan: (1) To have an IT assistant per class. (2) To take good care and good use of the infrastructures.
To Mauritius: (1) To emphasize the cooperation with the private institution and other schools and universities. (2) To divide the training course into different levels. (3) To setup seed schools and seed teachers in the country.

CONTENTS
Chinese Abstract (中文摘要) i
Abstract ii
Chinese Acknowledgement (誌謝) iii
Contents iv
List of figures vii
List of tables viii
Chapter One
1.1 Introduction 1
1.1.1 Background 2
1.1.1.1 Taiwan 2
1.1.1.2 Mauritius 4
1.1.2 Motivation 8
1.1.3 Purpose of the research 10
1.1.4 Definition of terms 10
1.1.5 Limitation of the research 11
Chapter Two
2.1 Methodology 12
2.1.1 Purpose of the comparative education 12
2.1.2 Method of comparative education 17
2.1.2.1 Area Study 17
2.1.2.2 Comparative Study 20
2.1.3 Procedure of the research 22
Chapter Three
3.1 Information and Computer Educational System of Taiwan and Mauritius 25
3.1.1 The educational system of Taiwan 25
3.1.2 The educational system of Mauritius 37
3.1.3 The background of Information and Computer Education
in Taiwan 44
3.1.4 The background of Information and Computer Education
in Mauritius 52
3.1.5 The present situation of Information and Computer
Education in Taiwan 62
3.1.6. The present situation of Information and Computer
Education in Mauritius 69
Chapter Four
4.1 The comparative of Information and Computer Education
between Taiwan and Mauritius 80
4.2 The similarities and differences of Information and Computer Education between Taiwan and Mauritius 91
Chapter Five
5.1 Conclusions and Suggestions 97
5.1.1 Conclusions 97
5.1.2 Suggestions 100
References 103
Appendix 1 The aim of IT program in Primary School in Mauritius 106
Appendix 2 The scheme of work in IT program in secondary schools
in Mauritius 110
Appendix 3 Credits for CPICTE Program in Mauritius 114
Brief Resume 115
List of figures
Figure 2-1 The Juxtapose of Taiwan and Mauritius 23
Figure 2-2 The procedure of the research 24
Figure 3-1 The current educational system of Taiwan 36
Figure 3-2 The educational system of Mauritius 43
Figure 3-3 http://nbc.intent.mu (National Computer Board) 78
Figure 3-4 http://servihoo.com (A searching engine for
information about Mauritius) 78
Figure 3-5 http://bvgs.intnet.mu (a web site of a primary school) 79
Figure 3-6 http://www.angelfire.com/ks2/lbis/ (a web site of a
secondary school) 79
List of Tables
Table 3-1 The projects and promoting plans of Information
and Computer education of Taiwan 50
Table 3-2 The projects and promoting plans of Information
and Computer education of Mauritius 60
Table 3-3 The basic specification of hardware for PC in Taiwan 68
Table 3-4 The basic specification of software for PC in Taiwan 68
Table 3-5 Software used by school in Mauritius 77
Table 4-1 The similarities and differences of the curriculum
between the two countries 92
Table 4-2 The similarities and differences of the teachers’ abilities
between the two countries 93
Table 4-3 The similarities and differences of the infrastructures
between the two counties 95

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