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研究生:薛智暉
研究生(外文):Seet, Chih Hui
論文名稱:想法中心的知識翻新活動對職前教師知識整合與設計能力影響
論文名稱(外文):Effects of Idea-centered Knowledge Building activities on Preservice Teachers’ Knowledge Integration and Design Ability
指導教授:洪煌堯洪煌堯引用關係
指導教授(外文):Hong, Huang-Yao
口試委員:吳穎沺陳揚學洪煌堯
口試委員(外文):Wu, Ying-TienChen, Yang-HsuehHong, Huang-Yao
口試日期:2019-05-15
學位類別:碩士
校院名稱:國立政治大學
系所名稱:教育學系
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2019
畢業學年度:107
語文別:中文
論文頁數:132
中文關鍵詞:想法中心知識翻新科技整合設計知能教師設計信念線上課程設計能力
外文關鍵詞:Idea-centered knowledge buildingTechnology-integrated design knowledge(TIDK)Design belief of teacher (DBT)Online courseDesign ability
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隨著科技的急速進步,學習媒介不斷推陳出新,比起過往重視教學內容統一的教育,如今的教育更強調如何設計課程內容來讓孩子進行自主學習。故教師應與時俱進掌握相關科技應用技能、提昇自我對教學資源再設計的能力,以改變與創新適合學生學習的教學方式。本研究旨在瞭解及檢測一個以想法為中心的知識翻新活動對提升職前教師在數位資源教材設計能力上的影響。

本研究以個案方式進行。對象為38名選修『教學媒體與應用』課程的職前教師。主要的學習任務為設計一線上課程。整體活動進行皆在一知識翻新環境上,並以知識翻新原則做引導。課前及課後分別讓受試者填寫『設計導向教師專業整合知能』問卷,並參考設計思考的步驟於課間進行兩輪的想法發展活動。每輪活動結束前,小組間相互體驗、測試他組所設計的線上課程作品,以便給予設計者回饋或修改的建議。

課程活動設計的部分,主要是將學生隨機分為十個小組。之後,各組可以自由選定授課主題,但必須要以協助偏鄉師資不足孩童自主學習為目標,設計內容應至少具備三週約150分鐘的課程時間,且應做到能讓學生將所學習到的內容運用在現實生活中,最後要在學期結束時展示教案及網頁介面的設計成果。

在資料收集方面以質量混合方式進行,包含學生在知識論壇(KF6)平台中的教案內容、想法討論貼文、回饋與建議、線上課程網頁介面、設計行為的錄影、小組半結構訪談、及問卷等。質化資料以NVivo軟體的輔助,採開放編碼的概念進行分析,量化部分則利用SPSS、行為序列分檢定、及KBDeX等進行處理。

研究結果顯示,職前教師的想法及設計行為經過想法中心的知識翻新活動後,有明顯地從發散雜亂的樣式變得更聚焦收斂,整體上多數組別皆能設計出有創意而又與現實生活鏈接的線上課程,職前教師不僅強化了自身的科技整合設計實務技能, 在教師專業知識及設計信念上亦有著統計上顯著的提升。
Due to the rapid advancement of learning technologies, today's education was able to help students develop more extensive, integrated, and cross-disciplinary knowledge or skills. The easy access to all kinds of learning technologies also results in an increasing interest among teachers to customarily design suitable curriculum content to help children learn in a more independent manner. Nevertheless, how to help future teachers to strengthen their teaching profession and design skills remains to be explored. As such, this case study aims to examine the impact of an idea-centered, technology-enhanced knowledge building activities on promoting pre-service teachers’ design skills.

Thirty-eight pre-service teachers who took a course entitled “Educational Media and Application” participated in this study. The main course requirement was that students need to design an online learning course for students from a school located in a remote rural area. The overall activities were carried out in an online environment under the guidance of knowledge-building principles that encourage participants to continuously improve their design ideas. Before (and also after) the class, a questionnaire was employed. Then, participants went through two cycles of design thinking activities that highlight sustained idea generation and development. At the end of each design-thinking cycle, each group was invited to try and test the online courses designed by other groups and then give feedback and suggestions to help one another improve the design of all groups’ online courses.

Pedagogically, this study first randomly divided students into ten groups. Then, each group needed to decide a topic of their interest for their online course. An important goal for the participating groups to design online courses is to help their potential students from remote rural areas to engage in self-directed learning so as to help address a recurring problem of insufficient teacher supply there. The online course each group designed needs to at least contain three-week class learning time (approximately 150 minutes) so as to give students plenty opportunities to use the learnt knowledge or skills in addressing some authentic problems related to their daily life. The participating groups were also required to present their final projects (including their lesson plans and the interface of their online courses in a web form) at the end of the semester.

In terms of data collection, both quantitative and qualitative data were collected by using a mixed-method approach. Data collected included the learning content designed by pre-service teachers, their online discussion posts, peer feedback and suggestions provided, the online interface of the designed courses, video-recorded design behaviours, semi-structured interviews for all groups, and pre-and-post surveys. The qualitative data were analysed by using the NVivo software, with the help of an open coding procedure, and the quantitative data were processed through the SPSS software, with the help of behaviour sequence analysis tool.

The result showed that the pre-service teachers were able to improve their design capacity and their ideas and design behaviours gradually became more focused on the quality of the online course as the semester proceeds. Moreover, the results from the surveys also showed that most of the online course content designed by these pre-service teachers were creative and useful. It was also found that the participants have not only improved their design proficiency but also significantly changed their design belief and knowledge.
目錄

謝誌 i
摘要 iii
目錄 vi
表目錄 viii
圖目錄 ix
第一章 緒論 1
第一節 研究背景 1
第二節 研究目的與待答問題 4
第三節 名詞解釋 5
第四節 研究範圍與限制 8
第二章 文獻探討 11
第一節 想法為中心的知識翻新活動 11
第二節 教師專業發展與知識的整合 21
第三節 教師的設計能力與線上課程的設計 28
第三章 研究方法 38
第一節 研究架構 38
第二節 研究對象 42
第三節 學習環境 43
第四節 實施程序 45
第五節 資料來源與分析 46
第四章 資料分析與結果 60
第一節 想法為中心知識翻新對職前教師設計導向的教師專業整合知識與能力的影響 60
第二節 線上課程設計平台介面與教案內容之分析 62
第三節 線上課程設計歷程與想法中心知識翻新結果之關係 72
第四節 職前教師對線上課程設計的協作歷程與想法發展情形 90
第五章 結論與建議 101
參考文獻 109
附錄1- 檢測教師整合能力與設計信念量表 120
附錄2-對設計的半結構式訪談 123
附錄3 教學環境佈置與設計評分 124
附錄4各組別教案與教學平台之教學架構與環境設計結果分析 126
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