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研究生:曾絲宜
研究生(外文):Tzeng, Sy-Yi
論文名稱:兩岸新科技學習行為之比較研究-以數位出版專業領域為例
論文名稱(外文):A Comparison of New-Technology Learning Behavior in Digital Publish Domain between Mainland China and Taiwan
指導教授:徐昊杲徐昊杲引用關係
指導教授(外文):Hsu, How-Gao
學位類別:博士
校院名稱:國立臺灣師範大學
系所名稱:工業教育學系
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2016
畢業學年度:104
語文別:中文
論文頁數:333
中文關鍵詞:數位出版專業領域新科技學習行為科技學科教學知識理論框架
外文關鍵詞:digital publish domainnew-technology learning behaviorTPACK
相關次數:
  • 被引用被引用:3
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  • 下載下載:255
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本研究比較兩岸數位出版專業領域學生的新科技學習行為,研究方法採用問卷調查法及專家訪談法,問卷調查對象為大陸及臺灣數位出版專業領域各363及285位大學生進行施測,並安排5位大陸授課教師及3位臺灣授課教師進行專家訪談。問卷調查工具方面,問卷設計以Fishbein、Ajzen(2010)的計畫行為理論(theory of plan behavior)為基礎,結合科技接受模式及社會認知理論觀點,同步發展適合兩岸文化用語的數位出版專業領域新科技學習行為問卷,經過專家修訂後進行施測。專家訪談工具方面,以Mishra、Koehler(2006)的科技學科教學知識理論框架(technological pedagogical and content knowledge framework)為理論基礎,研擬訪談大綱,訪談後編碼覆校分析研究結果。統計分析方法使用描述性統計、相關、驗證性因素分析及結構方程模式的多群組比較分析等方法,進行資料統計分析。研究結論歸納以下3點:1. 兩岸數位出版專業領域新科技學習模式的行為意向對學習行為皆無顯著中介影響效果,未能完全符合理論模式,可能原因是兩岸大學生的學習行為受到自我評價的影響,或受限於授課教師課程活動的安排;2. 兩岸數位出版專業領域新科技學習模式有差異,且變項間因果關係不同,研究認為是受到兩岸師生軟體應用多元性與自主性差異所造成的影響。3. 兩岸各自具有不同的教育及資訊文化,研究結果認為兩岸可以各自發展有利的大學生學習及教師教學型式,大陸教師應適當提升學生新科技使用的多元性,臺灣教師應適當透過新科技增加與學生之間的互動,同時,兩岸教師皆應努力營造學生良好的新科技學習經驗,建立學生正向的專業自我評價。
This research compared the new-technology learning behaviors of students from both sides of the straits. The study employed both the questionnaire method and the expert interview method. The questionnaire targeted 363 university students from the mainland and 285 university students from Taiwan. All of them specialize in the digital publishing field. Five mainland lecturers and three Taiwanese lecturers were invited to conduct the expert interviews. In regard to questionnaire tools, the design of the questionnaire was based on the theory of plan behavior by Fishbein & Ajzen (2010). The questionnaire adopted the Technology Acceptance Model (TAM) and took into account social cognitive views. The terminologies of the digital publishing domain were also localized to reconcile any cultural discrepancies between each place. The final version of the questionnaire underwent expert revision. As to the expert interview tools, the outline of the interviews was designed based on the technological, pedagogical, and content knowledge framework proposed by Mishra and Koehler (2006). The data collected were then reviewed using code analysis. The data collected were analyzed using such analysis methods as descriptive statistics, correlation analysis, and confirmatory factor analysis, as well as the multi-group structural equation modeling technique. The study reached three conclusions. First, there was no remarkable mediation effect difference between the behavioral intention and actural learning behavior displayed by the digital publishing students from each place; these results were not fully consistent with theory, a probable cause for which was that the learning behaviors of the university students from both sides were influenced by self-evaluation or were limited by the curriculum arrangements made by the lecturers. Second, there were differences between the modes of learning in the digital publishing domain in each place and the causal relationships between variables were not consistent; the researchers believe that the study was influenced by the diversity of software applications used by the teachers and students in both places and the variation in the degree of autonomy in both places. Third, both places enjoy educational and information cultures of their own; the research results showed that both places were capable of developing their own favorable ways of learning and teaching. While teachers in the mainland should enhance the diversity of new technologies students come in touch with, teachers in Taiwan should increase their degree of interaction with students with the help of new technologies. Meanwhile, teachers from both sides should do their best to create a favorable learning experience about new technologies for students and enable them to conduct self-evaluation in a professional manner.
中文摘要 I
英文摘要 II
誌謝 III
目錄 V
圖目錄 VII
表目錄 VIII
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 6
第三節 研究流程 7
第四節 研究範圍與限制 9
第五節 名詞釋義 12
第二章 文獻探討 15
第一節 兩岸數位出版專業教育探析 17
第二節 新科技在教育領域的應用發展 29
第三節 新科技學習行為的研究脈絡及理論建構 37
第四節 新科技學習行為應用在教育領域的研究設計 46
第五節 科技學科教學知識理論框架 61
第六節 文獻小結 69
第三章 研究方法 79
第一節 研究架構 79
第二節 研究假設與待答問題 80
第三節 問卷調查對象 82
第四節 受訪之專家學者 85
第五節 研究步驟與工具 90
第六節 資料蒐集與分析方法 93
第七節 研究變項操作及問卷施測 95
第四章 問卷調查及訪談資料分析與討論 101
第一節 描述性統計資料 102
第二節 驗證性因素分析 117
第三節 結構方程模式適配度分析 121
第四節 多群組比較分析與影響因素路徑分析 126
第五節 統計資料結果分析與發現 135
第六節 教師自我覺知的學科教學科技知識 141
第七節 教師將新科技應用在數位出版專業的教學現況 150
第八節 對於未來數位出版專業透過新科技教與學的看法 159
第九節 訪談資料結果分析與發現 166
第十節 研究討論 183
第五章 研究結論與建議 195
第一節 研究結論 195
第二節 研究建議 199
第三節 對未來研究建議 202
參考文獻 205
附錄一 兩岸新科技學習行為訪談大綱(繁體) 219
附錄二 兩岸新科技學習行為訪談大綱(簡體) 221
附錄三 兩岸數位出版專業新科技學習行為問卷(繁體中文) 223
附錄四 兩岸數位出版專業新科技學習行為問卷(簡體中文) 231
附錄五 專家訪談逐字稿(A) 239
附錄六 專家訪談逐字稿(B) 251
附錄七 專家訪談逐字稿(C) 261
附錄八 專家訪談逐字稿(D) 273
附錄九 專家訪談逐字稿(E) 283
附錄十 專家訪談逐字稿(F) 291
附錄十一 專家訪談逐字稿(G) 299
附錄十二 專家訪談逐字稿(H) 309
附錄十三 2006-2015期刊研究彙整 319

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