跳到主要內容

臺灣博碩士論文加值系統

(44.210.77.73) 您好!臺灣時間:2024/02/28 03:29
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:周永清
研究生(外文):Young-Ching Chou
論文名稱:課程管理系統應用於輔助反思教學
論文名稱(外文):CurriculumTree V3.0 : A system to support reflective teaching
指導教授:陳德懷陳德懷引用關係
指導教授(外文):Tak-Wai Chan
學位類別:碩士
校院名稱:國立中央大學
系所名稱:網路學習科技研究所
學門:教育學門
學類:教育科技學類
論文種類:學術論文
論文出版年:2006
畢業學年度:94
語文別:中文
論文頁數:98
中文關鍵詞:課程樹反思反思教學概念圖課程管理系統
外文關鍵詞:CurriculumTreereflectionconcept mapreflective teachingcurriculum management system
相關次數:
  • 被引用被引用:6
  • 點閱點閱:433
  • 評分評分:
  • 下載下載:93
  • 收藏至我的研究室書目清單書目收藏:6
本研究整理出反思教學的四個特性:一、分析行動過程以達成目的 (analyzing practices and achieving ends);二、收集教學所需的資料 (collecting teaching data);三、計畫及實際行動和評估教學行動 (planning, implementing and evaluating teaching action);四、反思必需不斷練習 (cyclic reflection)。依據反思教學的特性以及有助於反思的理念設計CurriculumTree3.0系統功能,提供六大功能模組:課程管理模組 (curriculum management module)、教學教材管理模組 (teaching material management module)、教學活動管理模組(teaching activity management module)、教學計畫管理模組(teaching plan management module)、反思教學模組(reflective teaching module)、學生歷程管理模組(students profile management module)。以CurriculumTree3.0系統做為教師反思的工具,並設計反思教學的實驗模式,進行六至八週的實驗過程,最後以反思的四個層次思考習慣 (habitual Action)、對教學的了解程度 (understanding)、教學反思 (reflection)以及批判性反思 (critical reflection)探討教師的反思情形。研究結果系統有助老師掌握並了解教師本身的教學方式,並且讓老師可以檢視並反思自己的教學實務,有助於老師獲得批判性思考的教學。
In this paper, I consider four points about reflective teaching: (1) analyzing practice and achieving ends, (2) collecting teaching data, (3) planning, implementing and evaluating teaching action, (4)cyclic reflection. According reflective teaching and related theory, I design six system modules of CurriculumTree V3.0 : Curriculum management module, Teaching material management module, Teaching activity management module, Teaching plan management module,.and Reflective teaching module, Students profile management module. By using CurriculumTree3.0 system tool to help teachers obtaining reflection and use the reflection teaching experiment model to do six to eight weeks experiment. At the end, the paper discusses about the result of teacher’s reflection by four-reflection levels: Habitual Action, Understanding, Reflection, and Critical reflection. The conclusion of the study is that CurriculumTree V3.0 can have the initiative of teachers’ hands in their teaching method and reflect oneself. By doing so, it can help teacher to acquire critical thinking in their teaching.
第一章 緒論 1
1.1 研究背景 1
1.2 研究動機與目的 2
1.3 研究步驟 3
第二章 文獻探討 4
2.1 課程樹系統的演進 4
2.1.1 CurriculumTree V1.0 4
2.1.2 CurriculumTree V2.0 6
2.2 反思 (reflection) 9
2.2.1 反思 (reflection)名詞的起源 9
2.2.2 反思意義的廣泛解釋 10
2.2.3 反思在教學上的功能 10
2.3 反思教學 (reflective teaching) 11
2.4 反思的各種分類型態 14
2.5 反思工具的相關研究 17
2.6 反思教學(reflective teaching)與後設認知(metacognition) 18
第三章 系統設計與實作 22
3.1 系統設計重要觀念及優點介紹 22
3.1.1 樹狀架構的延伸 22
3.1.2 設定筆記 (另一型態的反思劄記) 23
3.1.3建立教學檔案 26
3.1.4幫助回憶 28
3.2 系統功能架構 29
3.3 系統操作畫面 32
3.3.1 系統登入 32
3.3.2 課程選擇 33
3.3.3 新增課程單元 33
3.3.4 觀看學生成績 35
3.3.5 教材管理 38
3.3.6 設定筆記 38
3.3.7 修改及刪除課程單元節點 39
第四章 實驗設計與研究變數 41
4.1實驗設計 41
4.1.1 前測問卷與系統介紹 42
4.1.2 實驗過程 42
4.1.3 反思練習 (reflection practice) 44
4.2 實驗設備 46
4.3 實驗對象 47
4.4 問卷設計 48
4.5 研究變數 49
4.5.1 系統構面 50
4.5.2 反思構面 52
4.6 研究問題 55
4.7 研究限制 55
第五章 資料分析 57
5.1 實驗對象個人資料分析 57
5.2 樹狀結構在不同使用者上的表現 59
5.3 系統面向的資料分析 70
5.4 實驗教師反思內容分析 73
5.5 反思教學的問卷分析 77
5.6 反思的實驗結果 80
第六章 結論與建議 84
6.1 研究結果 84
6.2 結論 85
6.3 未來研究方向 86
參考文獻 89
附錄、反思問卷 (變項分類) 95
英文部分:
Ashton, P.T. & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement, Nework York: Longman.

Baker, L. (1989). Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review, 1: 3-38.

Bailey, K.M. (1997). Reflective teaching: Situating our stories. Asian Journal of English Language Teaching, 7:1-19.

Bennett & Peggy., D. (1992). Back to school with twelve resolutions. Music Educators Journal, 79 (1): 44-46. (EJ 461813).

Banville, B. & Rikard, R. (2001). Observational tools for teacher reflection. Journal of Physical Education, Recreation & Dance. 72 (4), 46-49.

Bandura A. (1977). Social learning theory. Englewood Cliffs, NJ : Prentice-Hall.

Bandura A. (1986). Social foundations of thought and action:A social cognitive theory. Englewood Cliffs”, NJ : Pretice Hall , Inc.

Bandura A. (1997). Self-efficacy:The experience of control, New York : Cambridge University Press.

Chan T.W. (1989). Learning Companion Systems. Ph.D. thesis, Department of Computer Science. University of Illinois at Urbana-Champain.

Chan, T. W. (1992). Curriculum Tree: A knowledge-based architecture for intelligent tutoring systems, Intelligent Tutoring System: Lecture Notes in Computer Science, 140-147.

Chou, Young-Ching, Wu,Y.T. Ku,Y.M, Chan,T.W,(2006). Curricular and Learning activity management system, Proceedings of the 2006 International Conference on SCORM 2004 (IEEE), 1-6.

Clark, C.M.& Peterson, P.L. (1986).Teachers’ thought process. In M. C. Whittrok (Ed.), Handbook of research on teaching (3rd ed.) (pp.255-298). New York, NY: Macmillan.

Kember, D. (2000). Development of a Questionnaire to Measure the Level of Reflective Thinking, Assessment & Evaluation in Higher Education, 25 (4), 2000, 381-395.

Dewey J. (1933) How We Think: a restatement of the relation of reflective thinking to the educative process (Boston, D.C. Heath).

Dembo, M.H.& Gibson, S. (1985). Teachers’ sense of efficacy: An important factor in school improvement, The Elementary School Journal, 86,174-184.

Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In Weinert, F., and Kluwe, R. (Eds.), Metacognition, Motivation, and Understanding, 21-29. Hillsdale, NJ: Erlbaum.

Freeman, R. T. & Yin, H (2004).Adaptive topological tree structure for document organization and visualization. Neural Networks 17 (2004) 1255–1271.

Freeman, R. T. and Yin, H. (2005). Web Content Management by Self-Organization. Nneural Networks, 16 (5),1256-1268.

Goldsmith, S. (1995). Journal reflection: A resource guide for community service leaders and educators engaged in-service learning. (ERIC Document Reproduction Service NO. ED. 392 152).

Hatton, Neville, Smith & David (1994). Facilitating reflection ; Issues and Research. Conference of the asutralian teacher education association. ( ERIC Document Reproduction Service NO. ED375110).

Herdon, K. M. & Fauske, J. R. (1996). Analyzing mentoring practices through teachers' journals. Teacher Education Quarterly, 23 (4), 27-44.

Hold, S. & McEntee, G. H. (1999). Reflection is at the heart of practice. Educational Leadership, 56 (8), 34-37.

James, H. Korn (2002). Beyond Tenure: The Teaching Portfolio for reflection and change. Teaching of Psychology: Essays in Honor of Wilbert J. McKeachie and Charlws L. Brewer. 203-213.

Jay, J. K. (1999, February). Untying the knots: Examining the complexities of reflective practice. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Washington, DC. ( ERIC Document Reproduction Service NO. ED431732).

Jacobs, J. E. & Paris, S.G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 255-278.

Jenny, G. C. (2005). Email Journaling for Teacher Candidates. Association of Small Computer Users in Education (ASCUE), 12-16.

Kruse & Sharon (1997). Reflective activity in practice: Vignettes of teachers’ deliberative work. Journal of research and development in education,31 (1):46-60. (EJ557652).

Lorraine, C. Smith. (2001). Life history as a key factor in understanding teacher collaboration and classroom practive. Teacher education quarterly:111-125.

Nunan, D., & Lamb, C. (1996). The self-directed teacher: Managing the learning process. Cambridge: Cambridge University Press,120.

Mozen, D. (2005). Best Practices of Effective Student-Teacher Supervision Based on NASPE Standards. The Journal of Physical Education, Recreation & Dance. 76 (6), 40-45.

Mcalpine, L. & Weston,C. (2000). Reflection: Issues related to improving professors’ teaching and students’ learning. Instructional Science, 28, 363–385

Mezirow, J. (1991) Transformative dimensions of adult learning, San Francisco, Jossey-Bass.

Osterman, K. & Kottkamp, R. (1993). Reflective practice for educators: Improving schooling through professional development. California: Corwin Press.

Paris, S. G., & Lindauer, B. K. (1982). The development of cognitive skills during childhood. In B. Wolman (Ed.), Handbook of developmental psychology, 333–349. Englewood Cliffs, NJ: Prentice-Hall.

Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction 15– 51.

Paris, S. G. & Ayres L. R. (1994). Becoming Reflective Students and Teachers : With Portfolios and Authentic Assessment. Washington, DC: American Psychological Association.

Pennington, M. C. (1992). Reflecting on teaching and learning: A developmental focus for the second language classroom. Perspectives on Second Language Teacher Education.47-65.

Pultorak, E. G. (1993). Facilitating reflection through in novice teachers. Journal of Teacher Education, 44 (4), 288-295.

Ross, E. W. & Hannay, L. M. (1986). Toward a critical theory of reflective inquiry. Journal of Teacher Education, 37,9-15.

Rodriguez, Y. E.& Sjostrom, B. R. (1998). Critical Reflection for professional develop: A comparative study of nontraditional adult and traditional student teachers. Journal of teacher Education, 49 (3), 177-186.

Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Pres,1-4.

Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460.

Shannon, David M. (1994). An Evaluation Approach for the Development of Preservice Teachers. Paper presented at the Annual Meeting of CREATE (Center for Research on Educational Accountability and Teacher Evaluation) National Evaluation Institute (3rd, Gatlinburg, TN, July 10-15, 1994).

Sharon, K. & Kathy, B. (2000). Reflection is not description: Cultivating reflection with pre-service teachers. (ERIC Document Reproduction Service NO.ED440079).

Stahler, T. M. (1996). Early field experience: A model that worked. Paper presented at the Annual Meeting of the Association of Teacher Educators. (ERIC Document Reproduction Service NO. ED. 397 047).

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460

Taggart, G. L. & Wilson, A. P. (1998). Promoting reflective thinking in teachers 44 action Strategies. California, Corwin Press.

Van Mannen, M. (1997). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6,205-228.

Wu, YT., Ku Y-M., Chen,Y-H, Wu, J–F (2005). Curriculum Container Management System: A management system to support curriculum and learning activities, Proceedings of the 5th IEEE International Conference on Advance Learning Technologies.287-289

Wallace, M. J. (1991). Educating foreign language teachers: A reflective approach. Cambridge: Cambridge University Press,49-56.

Zeichner, K.M. & Liston, D.P. (1987). Teaching student teachers to reflect. Harvard Educational Review. 57 (1), 23-48.

Zeichner, K.M. & Liston, D.P. (1996). Reflective teaching: An introduction. Mahwah, NJ:Lawarence Erlbum.




中文翻譯書

Lazear, D. (2001)。落實多元智慧教學評量 (郭俊賢、陳淑惠譯)。台北:遠流出版。 (原著出版於1999 年)

Scott G. Paris & Rikard R. Ayres. (2000)。培養反思力 (林心茹譯)。台北:遠流出社。 (原著出版於1994 年)


中文參考文獻

陳美玉 (民88) 教師專業學習與發展。台北:師大書苑。

吳和堂 (民89) 國中實習教師教學反省與專業成長關係之量的研究。教育學刊,17,65-84.

林育瑋 (民85) 幼教教師的專業發展。國民教育,36,5,24-34。

王等元 (民89)「歷程檔案」概念及其在學習者支持系統之意涵。國立台灣師範大學社會教育學系社會教育學刊,29,249-274。

王妙里 (民91) 反思教學中教師內省智慧的探索,國立台北師範學院課程與教學研究所碩士論文。

歐用生 (民82) 反思性教學及其對師範學院教學革新的啟示。博雅教育文集,3。國立台北師範學院出版。

湯維玲 (民85) 反省取向的師資培育學程研究。國立台灣師範大學教育研究所博士論文。

黃譯瑩 (民86)Reflection and belief: How and What teachers change. 載於八十五學年度師範學院教育學術論文發表會論文集一,台東師院,419-439
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top