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New economic geography
Full text link[[abstract]]For research attempting to investigate why economic activities are distributed unevenly across geographic space, new economic geography (NEG) provides a general equilibrium-based and microfounded approach to modeling a spatial economy characterized by a large variety of economic agglomerations. NEG emphasizes how agglomeration (centripetal) and dispersion (centrifugal) forces interact to generate observed spatial configurations and uneven distributions of economic activity. However, numerous economic geographers prefer to refer to the term new economic geographies as vigorous and diversified academic outputs that are inspired by the institutional-cultural turn of economic geography. Accordingly, the term geographical economics has been suggested as an alternative to NEG.
Approaches for modeling a spatial economy through the use of a general equilibrium framework have not only rendered existing concepts amenable to empirical scrutiny and policy analysis but also drawn economic geography and location theories from the periphery to the center of mainstream economic theory. Reduced-form empirical studies have attempted to test certain implications of NEG. However, due to NEG’s simplified geographic settings, the developed NEG models cannot be easily applied to observed data. The recent development of quantitative spatial models based on the mechanisms formalized by previous NEG theories has been a breakthrough in building an empirically relevant framework for implementing counterfactual policy exercises. If quantitative spatial models can connect with observed data in an empirically meaningful manner, they can enable the decomposition of key theoretical mechanisms and afford specificity in the evaluation of the general equilibrium effects of policy interventions in particular settings.
Several decades since its proposal, NEG has been criticized for its parsimonious assumptions about the economy across space and time. Therefore, existing challenges still require theoretical and quantitative models on new microfoundations pertaining to the interactions between economic agents across geographical space and the relationship between geography and economic development
競賽學習法於大學社會責任計畫跨領域專題課程之應用
Full text link[[abstract]]彰化師範大學於107年起推動社頭織襪大學社會責任計畫，希望透過學校與在地的合作，帶動地區的繁榮與發展，並透過社會參與，培育學生的社會責任及實踐能力。本計畫以社頭織襪大學社會責任計畫電子商務面向跨領域專題課程為目標，探討如何激勵學生學習動機及參與意願，使其能化為實際行動嘗試解決在地產業的問題，以提高學習成效。具體而言，本計畫提議應用競賽學習法，藉由電子商務競賽，激勵學生學習動機和意願，輔以線上社群討論平台，納入在地人士共同討論，協助學生了解問題合作研擬解決方案。本計畫並以系統開發法擴充社頭織襪產官學社區溝通平台討論及合作共創功能，並結合教育行動研究法，透過每一個循環的規劃、行動、觀察與省思，精進實務教學
以心智圖與合作學習為核心教學法應用於機械加工技術課程之教學實踐研究
Full text link[[abstract]]本教學實踐計畫試圖透過計畫主持人於工教系大學部機械加工技術課程進行教學行動研究的方式，授課對象是大學部大一生，以過去計劃主持人在教學現場所發現之問題，例如：選課學生的個人專業背景不同，工具機製造產業不斷的發展進步、培養多元的工具機相關製程技術、增進團隊合作能力等的專題研究課程。在執行本教學實踐研究計畫中，研究團隊首先針對相關議題，透過工具機產業專家與從事技職教育學者之座談會蒐集彙整相關聯之議題，成為本教學實踐研究課程研發之參考。教學實驗研究前，受試者先以前測，以獲取授試者之起點行為，以成為統計分析依據；在執行研究的過程中，以心智圖與合作學習為核心教學法進行教學實驗，研究團隊亦安排參與研究之學生進行實地參訪，以獲取相關產業之實務經驗；在實驗研究後，再施行後測以確認教學實驗研究之成效。本教學實踐研究結果發現學生在機械加工技術的專業能力，呈現顯著的進步。因此，本教學實踐研究計畫所設計的課程教學內容與方法對機械加工技術的相關課程內容有助於學生在修課時及國內大專校院課程教學設計與實施的參考
探究STEM教學提升學科教學知能
Full text link[[abstract]]本計畫在理學院開設「自然科學領域探究與實作專題」課程。本課程採專題導向學習法，以STEM教育作為一個跨學科跨領域的課程設計，以探究、實作教學發展自然科跨科跨領域的探究師資培育課程模組，並注意學科知識技能的應用。「探究與實作」教學設計加入STEM教育的精神，以培養學生創造素養為目的的教育活動以及解決問題的能力。本課程教學方法採分組合作學習，透過參與及行動模式，即互動、過程、體驗、反思之方式，施行引導式提問、小組討論、上台分享，與學生心對心的交流，讓學生積極主動參與、反思。藉由實作課程相互討論，培養學員之探究與實作的基本能力，在未來之教育現場發揮所學。傳達給學生動手做由一個一個模組系統組成實驗模組，並藉由觀察、記錄、分析、討論過程中獲得課程中的知識與內涵，提升教師學科教學知能等各方面表現
同儕教學策略應用於電路學課程之行動研究
Full text link[[abstract]]有鑑於學生對分組學習意願不高，學習動機低落的學生始終不易投入課堂中學習，進而影響成績，而且老師在課堂中無法特別關顧所有學習意願低落的學生或是有問題卻不敢提問的學生，而導致學生學習意願低落的困境始終存在，因此本計畫實施同儕教學策略探討對學生的合作學習、學習動機、學習成效是否有顯著影響?由調查結果進行成對樣本t檢定，結果顯示同儕教學法對學生合作學習態度有顯著改善，顯示學生更願意在小組討論時發表自己想法、分享自己蒐集到的資訊、更願意幫助學習有困難的同學、對於合作學習帶來的好處更能認同。統計分析結果也顯示同儕教學法對學習動機的「自我效能」之前後測有顯著差異，顯示學生對於自己學習能力的評價有明顯提升，對學生的學習自信與效能有所助益。評估同儕教學法對學習成效的影響則是比較本班期末考成績與前屆的期末考，考題難易度相仿，獨立樣本t檢定分析結果顯示全班平均分數有8.3分的進步，且p=0.017(小於0.05)，代表同儕教學法對學生學習成效有顯著改善。此外，觀察課堂中學生學習狀況也明顯改善，例如小組討論時間同學都非常認真討論、課間學生來問問題的人次大幅增加，課堂沒有學生趴在桌上睡覺，學生對於此課程皆給予高分教學評量4.44分
結合分組合作學習與探究式教學法提升學生學習動機與學習成效之行動研究
Full text link[[abstract]]本研究計畫「結合分組合作學習與探究式教學法提升學⽣學習動機與學習成效之⾏動研究」⽬的是以學⽣分組合作學習結合教師以探究式教學法對學⽣學習動機與學習成效之影響，藉以改善教學品質，提升學⽣之課堂參與度與學習成就。分組⽅法採⽤異質分組，組內之成績較優者帶領其餘組員共同學習，成績較差者可以獲得同儕之⽀援與解答，從中學習團隊合作並激發學習動機。探究式教學則採⽤引導式探究法，其⽬的是教導學⽣學習的⽅法。學習動機量表採⽤Pintrich、Smith、與McKeachie所設計的學習動機量表(修改版:31題)。學習成就的評量則以該學期電路學(⼆)考試之期末考分數與去年學⻑的電路學(⼆)期末考成績作比較(考題⼀樣)。學習動機量表的前後測分析結果顯⽰全班同學「內在⽬標導向」的分數有明顯增加，表⽰學⽣為達到精熟、挑戰與好奇⽽從事學習活動的意願與程度有增加。對於⾃我效能、期望成功的分數則沒有明顯增加，原因可能是因為電路學(⼆)後半學期的授課內容是濾波器、傅立葉轉換等較艱深的理論，所以較難提升同學的成就感。學習成就則有明顯進步，期末考平均成績比去年學⻑班增加7.7分；全班60%同學滿意分組討論合作學習的⽅式；86.7%學⽣認為分組學習⽅式會增進認真聽課。[[abstract]]The purpose of project “The Action Research of Cooperative Learning Combined with Inquiry Teaching Method to Improve Student Learning Motivation and Learning Outcomes” is to investigate the effectiveness of cooperative learning combined with inquiry instructional strategy on students’ learning motivation and learning outcomes. It is intended to improve teaching quality and increase students’ learning achievement. Heterogeneous grouping is adopted in the project. The best-achievement student in each group leads the teammates to learn cooperatively and the poor-score students can get teammate’s support. In this way, the teamwork spirit and learning motivation could be inspired. Inquiry teaching method utilizes guided inquiry instructional strategy. It aims to teach students learning how to learn. Learning motivation scale uses Motivated Strategies for Learning Questionnaire, MSLQ, proposed by Pintrich et al. Learning outcome is measured by the final exam. The scores of final exam are analyzed statistically. The results of the pre-test and post-test analysis of the Learning Motivation Scale showed that the scores of the whole class of "intrinsic goal-oriented" have increased significantly, indicating that students' willingness and degree to engage in learning activities to achieve proficiency, challenge and curiosity have increased. There was no significant increase in the scores for self-efficacy and expected success. The reason may be that the teaching content of second half semester is more difficult theories such as filters and Fourier transform, so it is difficult to improve the sense of accomplishment of students. There was a significant improvement in final exam score. The average score of the final exam was 7.7 points higher than that of the senior class last year; 60% of the students in the class were satisfied with the group discussion method of cooperative learning; 86.7% of the students believed that the group study method would increase the attention to the class
食在磺溪─彰化市飲食產業故事敘事力培育計畫
Full text link[[abstract]]本計畫擬搭配的課程為彰化師範⼤學台灣文學研究所專題選修課程「彰化文化專題研究」，有兩個主要⽬標，⼀是培育學 ⽣的敘事⼒與採訪報導的專業能⼒，開拓學⽣的就業⾯向，增加畢業後出路。⼆是促使學⽣積極參與社區發展，⼀⽅⾯協 助在地產業⾏銷，盡到⼤學社會責任。⼀⽅⾯培育愛鄉⼟及積極參與社會發展的優質公⺠。課程中邀請各專家學者授課， 培育學⽣專業能⼒以進⾏飲食產業故事書寫，希望透過採訪報導彰化市的飲食產業，最後集結成《食在磺溪─彰化市飲食 產業故事》⼀書，將具特⾊的店家故事⾏銷出去，增進產業與觀光發展。期使本計畫能在培育學⽣專業能⼒和推動在地產 業發展上達到雙贏的結果。[[abstract]]The course of this project is a special elective course of Changhua Normal University's Taiwan Literature Institute, "Changhua Culture Special Study". The project has two goals. One is to cultivate students' narrative power and professional ability to interview and report, and to develop students' Employment orientation, increase the graduation path. The second is to encourage students to actively participate in community development, assist in marketing in the local industry, and fulfill university social responsibility. Cultivate quality citizens love local land and actively participate in social development. The course will invite experts and scholars to teach and develop students' professional ability to write the story of the food industry. It is hoped that the food industry in Changhua City will be reported through interviews. Finally, the book will be compiled into the book "Food in the Sulfur Creek - Changhua City Food Industry Story". The featured store story is marketed to enhance industry and tourism development. It is expected that this project will achieve a win-win result in cultivating students' professional ability and promoting the development of the local industry
輔導專長職前教師素養導向學習課程的實踐與反思
Full text link[[abstract]]⾯對中學實施素養導向新課綱，研究者欲加深職前教師專業素養。就⼤四「教學實習」科⽬，探究培養49位修課學⽣本 ⾝教師素養的情形，並追蹤⾄第⼆學期校外實習2週後。採取單組前後測量和內容分析法，結果顯⽰:⼀、學期初學⽣皆能 理解和應⽤108課綱素養導向指標設計教案，但有2/3學⽣⾃認未熟知「職前教師專業素養指標」。⼆、學期末中學教學 成果分析顯⽰，所有學⽣教學效能知識有所成⻑，有⼆項以上教師專業素養指標的進步。三、追蹤分析顯⽰，教學效能指 標與教師能調查問卷皆達顯著差異，教師專業素養仍持續成⻑。整體反思:⼀、培育教師素養需⻑時間⾃律和培養，亦須 整體環境的薰陶。⼆、職前教師在了解學⽣⾝⼼發展、多元教學策略、透過教學實踐發展團隊合作與溝通以促進專業成⻑ 等四⾯向素養最多。三、校外實習可促進整合四年所學，使諮商師、學校輔導教師與教師之間的⾓⾊知覺更清晰具體。 四、專業素養的培育可透過校外實習、⾃主學習和團隊合作⽽促進。五、輔導教師的專業⾓⾊和內涵有別於⼀般教師，⽬ 前教師專業素養指標無法涵蓋輔導專業教師素養內涵全貌，後續可發展適當的職前教師輔導專業素養指標。[[abstract]]Faced with the implementation of the new competence -based curriculum in middle schools, this study wants to deepen the professional competencies for pre-service teachers. Therefore, the course "Teaching Practice" in the 4th year explores the teacher professional competencies of 49 students who took the course, and track them 2 weeks after the off-campus internship in the second semester. By evaluating the before and after performance within group and adopting content analysis, the result shows: 1. At the beginning of the semester, all students can understand and apply the 108 syllabus literacy-based indicators, but 2/ 3 students think that they are unfamiliar with the "pre-service teacher professional competencies indicators". 2. The results of middle school teaching reports show that there has improved some skills on teaching effectiveness: All of them have at least improved on two indicators of pre-service teacher professional competencies. 3. Tracking shows that teaching effectiveness and teachers professional competencies are still continuously improving. Overall reflection shows: First, the cultivation of teachers’ professional competencies requires long-period self-discipline and cultivation, and it must also be nurtured by the environment. Second, Pre-service teachers are most improved in understanding the physical and mental development of students, multiple teaching strategies, and developing teamwork and communication skills through practicum to promote professional competencies. Third, off-campus practicum can cultivate integration what students have learned over the past four years, making the professional role perception more clear and specific within counselor, school counselor and teachers. Forth, the cultivation strategies of teachers’ professional competencies could be promoted by off-campus practicum, self- regulating learning and teamwork. Fifth, the professional roles and content are different from general teachers. At present, teachers' professional competencies indicators cannot cover the whole content of the of school counselor, and appropriate professional competencies indicators for pre-service school counselor can be developed in the future
車載網路系統實務課程於混合引導式教學法之教學實踐研究
Full text link[[abstract]]本研究計畫為⾞載網路系統CAN實務之教學課程實踐為主，導入SAE J1939規範之實務，並以⾞輛電⼦微控制器(MCU)基 礎課程中之軟體、韌體及硬體之設計與技術實務課程之教學教法，建構應備之教學實驗教材，包括電動機之機電整合課程 內容，再以CAN匯流排之技術實務課程，循序漸進地達成⾞輛電⼦、⾞載網路系統之系統整合設計與製作之技術實務課 程，以培養學⽣獨立解決問題、深入學習與終⾝學習的能⼒。計畫中將研究⾞輛與電⼦跨領域課程中以問題導向及專案導 向為學習之混合引導式教學法應⽤於⾞載網路系統課程之教學實踐研究對學⽣的學習效果及影響。本研究計畫對單元課程 以相同時數授課及不同時數之實務解說，並對不同背景學⽣或學員進⾏前測及後測⽅式分別評估教學效果，題⽬分為基 礎、初級及進階三類，課程中以微處理機單元為評測單元，先以機械背景學⽣為分析，皆為第⼀次接觸微處理機，共分 A(⼤學部學⽣但不含實務解說)、B(⼤學部或研究所學⽣，含3⼩時實務解說)及C(⾼⼯、五專或四技具修⾞廠⼯作經驗學 員，含6⼩時實務解說)等三組，整體進步性分別為21.36%、27.33%、33.06%，且前測皆為10%以內，實驗結果顯⽰課 程中實務解說可提升學⽣學習成效，⽽學習態度及動機亦為提升學習成效之重要關鍵因素。[[abstract]]This project mainly aims at developing and constructing the practical materials for the in-vehicle network systems based on embedded microprocessor and aims at the pedagogy of the in-vehicle network practical course, SAE J1939 for CAN especially, since the technologies involved in this course and the demands for both the traditional and progressive vehicles will not fade away. Furthermore, the technologies will become more crucial and compulsory in forthcoming decades. The in-vehicle network system that connects and share data with the electronic systems in a vehicle has become one of the essential researches for the automotive electronics. In addition, the continuous innovation of the electronic industry makes the automotive electronic systems as one of the main roles in vehicle industry. The vehicle engineering is currently transferring from traditional mechanical related engineering to progressive electronic and electrical related engineering due to automotive electronics progresses, deficient petroleum, environment protection issue, etc. However, the courses of the automotive electronics related are still scarce in the vehicle engineering education or the vehicle vocational education. The students in departments or institutes of vehicle engineering would be stripped of their competitive ability if they do not learn from the automotive electronics related courses efficiently or there are not enough such courses for them. On the other hand, the instructors are responsible in well teaching automotive electronics related courses instead of the traditional courses. CAN system is one of the breakthroughs for current transient status of the vehicle technology development. The CAN systems course will help students for careers in in-vehicle network systems. This project investigates the underlying pedagogy of CAN system practical courses, especially in teaching SAE J1939 Standard for CAN and its implementation. It utilized inductive teaching and learning methods such as inquiry-based, problem-based and project-based learning. In this project, a unit of this course, named MCU Practice, is studied. The pre-test and post-test has been utilized to evaluate the results of the proposed pedagogy for the students from different disciplines with the same lecture hours but different lecture hours in practical case study. The assessment of the proposed pedagogy for a unit (micro-controller unit, MCU) in the course is studied by pre-test and post-test. There are 3 test groups: Group A (The undergraduate students without practice demonstration), Group B (The undergraduate and graduate students with 3 hours practice demonstrations), and Group C (technicians who have more than 6-years experiences with 6 hours practice demonstrations). The Group A, B, and C all have the improvements of the MCU knowledge and technology approach to 21.36%, 27.33%, and 33.06%, respectively. The results show that the practice demonstrations is important in teaching MCU unit. Furthermore, the learning attitude and motivation also dominate the improvements of learning effectiveness
結合「關愛教育」與十二年國教自然科「探究與實作」之創新教學提升師資生教師專業知能-以「物理教學實習」課程為例
Full text link[[abstract]]教育部即將於108年施⾏⼗⼆年國⺠基本教育課程，其中探究與實作為⾃然科學領域培養中學⽣科學核⼼素養之重要教學 策略。但迄今⼤多數的中學⾃然科教師，⾯對如何進⾏探究教學卻仍然不熟悉。因此，⾯對新世代學⽣價值多元、缺乏動 ⼒、顛覆傳統的特質，⾃然科學領域教師為能順性引導、適性發展、成就每個孩⼦，培養具備洞察、關懷、熱情之教育愛 和探究與實作創新思維之新時代良師，已刻不容緩。 本計畫採⾏動研究，擬針對選修物理教學實習課程之師資⽣，透由 教師研究團隊，研發結合「關愛教育」及「探究與實作」之創新教學模組，探討發展與施⾏教學模組過程中，可能遭遇的 困難與解決策略及對提升師資⽣教師專業知能之影響。師資培育⽩⽪書中提到，新時代良師須具備教育愛、專業⼒和執⾏ ⼒，其中「關愛」乃為教育愛的起點，⼼中有關愛才能傳遞影響給學⽣，本研究以「關愛教育」初試探，讓師資⽣在親⾝ 探究與實作的情境中學習，透過實踐和實務問題的討論、反思與解決，提升教師專業知能等各⽅⾯表現。[[abstract]]The Ministry of Education will be implementing the 12-year basic education curriculum in 2019. In that curriculum, inquiry and practice will be an important teaching strategy in the natural sciences for cultivating core scientific literacy in junior high school students. However, most natural science teachers in junior high school are still unfamiliar with how to carry out inquiry-based teaching. Therefore, it is imperative to train a new generation of good natural science teachers with insight, care, and a passion for teaching, who can face students with diverse values, lack of motivation, and the potential for subverting traditional values; teachers must also be equipped with innovative thinking about inquiry and practice that can smoothly guide each child, carry out adaptive development, and enable every individual to achieve something. In this plan, we adopted action-reaction, a concept that is targeted at trainee teachers who are taking internship classes in teaching physics. A teacher research team was used to research and develop an innovative teaching module that combined “Care and Love Education” and “inquiry and practice.” We examined potential problems, solutions, and effects on improving the professional knowledge of trainee teachers during the development and implementation of the teaching module. The Republic of China Teacher Education White Paper mentioned that the new generation of good teachers must possess “care and love education,” and have the ability to execute it. Among these qualities, “care” is the starting point for educational love. Only teachers with love can transmit influence to their students. In this paper, we carried out a preliminary exploration of “care and love education” and trainee teachers underwent learning in inquiry and practice scenarios. Practice and discussion of practical problems, and reflection and resolution of these problems were used to improve the performance of various aspects of the teachers’ professional knowledge