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融合系統性教室觀察訓練與自我調整學習策略以促進輔導活動教學實習課程之效益分析研究
Full text link[[abstract]]融合系統性教室觀察訓練與自我調整學習策略以促進輔導活動教學實習課程 之效益分析研究 本研究目的在於探尋有效提升大四的「輔導活動教學實習」課程之教學策略。研究動機為：一、輔導活動在教學方法與實施的特殊性須被正視，其乃促進個人發展內省智慧的課程與一般學科知識不同，難以完全適用知識學習導向的教學模式，卻又需運用教學方法方能施展，如何融合以利效能並縮短培用落差值得探究。二、輔導學系學生在大四已具個別諮商思維與操作模式，尚缺乏充足的班級團體帶領經驗，易以個別諮商的反應慣性用於大班級團體而招致困境，故有強化培訓之必要。三、面對當前教師就業機會增減情勢，學生學習動力深受影響，故需發展不同教學策略以培養學生適當的學習價值。故本研究以系統性教室觀察訓練，促進學生具備有效教學歷程之思維以推展班級團體輔導歷程，並採自我調整學習策略讓學生為個人學習賦能。擬透過兩學分共十八週的教室內課程訓練、網路平台學習、小組合作學習和中學實作與中學教師之臨床教學視導示範等混成學習模式，分析量性與質性資料綜論其學習效益，以回饋團體輔導相關課程和融入本校師資培育長期特色計畫之參考。
Effectiveness Analysis of Systematic classroom observation training and Self-regulation learning strategy to improve instructional practice course for students majoring guidance. The purpose of this study is to explore effective ways to improve the teaching strategies of the instructional practice for students who majoring guidance. The research motivation is as follows. First, the particularity of guidance in teaching methods and real practice must be faced. It is the course that fosters individual development which is different from the general subject knowledge. Thus, it is difficult to fully apply the knowledge-oriented teaching model, yet still needs teaching methods to apply. Therefore, how to integrate to facilitate teaching effectiveness and shorten the gap of pre-service teacher training and practicum is worthwhile to be discussed. Second, seniors in counseling department already have individual counseling thinking and practice model, yet they still lack of adequate experience of leading a class as a group, which may lead to difficulties. Therefore, we should improve the training . Third, in the face of the current situation of sharp increase or reduction in teacher employment opportunities, students’ learning motivation is profoundly influenced. Thus, it is necessary to develop different teaching strategies to foster students' appropriate learning values. As a result, this study uses systematic classroom observation training to foster students' thinking in effective teaching process, along with adopting self-regulation learning strategy to empower students’ individual learning. It uses a total of 18 week, two credits, to conduct the blended learning model which includes inside classroom course training, online learning, group cooperation learning, teaching practice and observations by secondary schools’ teachers . Then, quantitative and qualitative data analysis is used to evaluate its teaching effectiveness so as to give feedback to group counseling courses and serve as a reference of teacher-training program and education
實務案例問題導向學習對提升統計學學習的情意與認知效果之研究
Full text link[[abstract]]計畫申請人教授商用統計學已經有十餘年經驗。由於申請人所服務科系為會計系，學生主修會計，統計學雖為必修科目，但學生卻因為是副科而學習態度相當消極。根據申請人調查，學生在平常課後時間並不會複習統計學，考前平均花在統計學的讀書時間僅有4~5小時，平常上課也有許多學生不用心聽課。無論教師如何規勸或告誡，學生仍是我行我素，被動式的教學似乎無法提高學生學習動機。因此，對於非統計本科系的學生而言，消極的單向式教學似乎不太適合學生學習，以學生為學習中心的學習策略，可能較適合非本科系的學生。問題導向學習是以學生為中心的學習策略，在醫學領域已經被普遍認為是一項有效的教學策略。本研究旨在結合實務案例與問題導向學習在非本科系的統計學教學上，探就此一教學策略對提升非本科系學生學習統計學的學習情意與認知效果，是否有所助益。
The applicant of this proposal has more than ten years of experience in teaching Business Statistics. Since the servicing department of the applicant is department of accounting, students majored in accounting. Although Statistics is a compulsory subject, while it is a minor subject and students' learning attitude is quite passive. According to the survey of the applicant, students did not review statistics after normal school hours, and spent an average of 4 to 5 hours on exams in statistics. Many students in ordinary classes did not listen carefully. No matter how the teacher advised or cautioned, students still went their own ways, therefore passive teaching seemed to be unable to improve students motivation to learn. Therefore, passive one-way teaching seems not suitable for students who are not department of statistics undergraduate students. Learning strategies using students as learning centers may be more suitable for non-statistics undergraduate students. Problem-based learning is a student-centered learning strategy that has generally been recognized as an effective teaching strategy in the medical field. The purpose of this study is to explore whether combining practical cases with problem-based learning in learning statistics can enhance the affective and cognitive effects of non-statistics undergraduate students
培養師資培育學生十二年國教課綱素養導向的教案設計能力之教學研究;Developing a teaching program to promote teacher education students’ ability to design teaching plans based on the core competence of 12 year basic education
Full text link[[abstract]]本研究基於師資培育學生對十二年國教課綱的內涵與教學設計能力應多加瞭解以及當前師資培育較少貼近教學實務的兩大問題為基礎，建構符合十二年國教課綱核心素養的課程內容，再透過教學實踐與設計，目的在於培養師資生具備十二年國教課綱素養導向的教案設計能力。文獻已顯示核心素養包含學習表現與學習內容，研究者再以協同學習理論與相關文獻建構五階段的共備觀議課發展本研究的教學活動與教學目標，再研擬發展一年期的研究時程，其包含一學期的教學活動。本研究在實踐之前，再邀請其他同事一起討論課程與教學方案以及瞭解學生的先備知識，再發展教學評量工具，包含學習成就測驗、教案設計作業、觀議課記錄報告以及我對學生的學習觀察檢核表，並發展資料蒐集工具，包含協同學習知覺問卷、協同教師對師資生的觀察檢核表、焦點團體訪談。教學評量分析結果回應教學目標的達成程度，而研究資料的分析結果確認課程主題與教學模式的價值。本研究預期師資生可以透過此課程與教學方案型塑素養導向的教案設計能力，也驗證本研究所建立的五階段共備觀議課模式具有可行性，另外，研究結果除了分享於本校教師社群與發表於師資培育專業期刊外，對當前師資生的職前教育亦有參考的指引作用。
A perspective is emerging that teacher education students should comprehend and learn how to design teaching plans according to the core competence of 12-year basic education curriculum. Moreover, the current teacher education system maybe lack the integration of the teacher education courses and the teaching practical experiences. The study aims to develop a teaching program with collaborative learning to promote teacher education students’ ability to design teaching plans according to the core competence as mentioned. In additional to the contents of the core competence of 12-year basic education, the previous literature has indicated five stages of collaboration processes based on the theory of collaborative learning. According to the above perspectives, this study conducts a course for one semester and develops a model of teaching for promoting teacher education students’ ability to design teaching plans. This study also develops four teaching assessments for teaching subjects and three evaluating tools for the teaching program. Through the participation on collaboration, the teacher education students would reveal their ability of designing teaching plans through analyzing three copies of teaching plans. Additionally, this study would demonstrate the feasibility of the teaching program. The results of the study would be not only published in the journal or conferences related to teacher education, but also provide the guidance for teacher education programs
建構永續農業導向之植物組織培養學探究實作課程用以研發增益作物生長與免疫之土壤益生菌
Full text link[[abstract]]植物組織培養為發展現代農業生物科技之基礎，例如:花卉、蔬果、種苗產業等，因此列為大學生物或農業系所需修習之課程，增益作物生長與免疫之土壤益生菌在永續農業上扮演重要角色，然而將植物組織培養技術應用於永續農業發展之課程模組仍待建構？所以本教學實踐研究計畫主題為：「建構永續農業導向之植物組織培養學探究實作課程用以研發增益作物生長與免疫之土壤益生菌」，本研究室已製作大學部植物組織培養技術數位教材，也與本系周睿鈺副教授 (本計畫之共同主持人)進行跨領域合作，初步建立增益作物生長與免疫之土壤益生菌之植物組織培養實驗系統與發表相關論文 (PLos One, Fungal Biology)，因此本計畫將在一年內分二階段目標，分項目標一：建構永續農業導向之植物組織培養學探究實作課程：次目標為：探究課程以比較永續農業與慣行農法之差異與優劣勢；實作與研習基礎植物組織培養理論課程與實驗技術；發展線上評量與植物組織培養技術檢定流程。分項目標二：研發增益作物生長與免疫之土壤益生菌並應用於永續農業：次目標為：選殖與繼代增益作物生長與免疫之土壤益生菌；分析益生菌之溶磷、固氮能力與增益植物生長免疫效應；開發增益作物生長與免疫之益生菌製劑與技轉。預期能建構永續農業導向之植物組織培養學探究實作課程模組並產出影音教材、線上評量系統、植物組織培養技術檢定流程。[[abstract]]Plant tissue cultures is fundamental and can be applied to agricultural biotechnology such as commercial propagation of flowers and vegetables. Therefore, it is a prerequisite courses for undergraduates in biology- and agriculture-related institutes. In addition, plant growth- and immunity-promoting microbes play important roles in sustainable agriculture. However, the sustainable agriculture-orientated plant tissue culture curriculum has not been established. In this proposal for teaching practice programs, we aim to construct and establish sustainable agriculture-orientated plant tissue culture curriculum by inquiry into practice to develop crop-beneficial microbes. We have constructed preliminary digital curriculum and video materials for plant tissue culture curriculum. Besides, we have established experimental system to isolate and characterize plant growth- and immunity-promoting microbes. We analyzed the plant-microbe interactions by plant tissue culture. This preliminary work on characterization of plant-growth promoting microbes has led to several publications (PLoS One 9: e114196; Fungal Biology 120: 433-448). There will be two main objectives for the one-year proposal. Firstly, we will construct sustainable agriculture-orientated plant tissue culture curriculum by inquiry into practice. The first aim includes: inquiry-based curriculum to compare traditional and sustainable agriculture; experimental-based practice of plant tissue culture; development of web- and practice-based assessment of plant tissue culture. Secondly, we will isolate plant growth- and immunity-promoting microbes for the application of sustainable agriculture. The second aim includes: isolation and subculture of plant growth- and immunity-promoting microbes; analysis of phosphate-solubilizing and nitrogen-fixation ability of the microbes; development of plant growth- and immunity-promoting microbes for technology transfer. The proposal for teaching practice programs will not only establish on-line curriculum and practice-based assessment of plant tissue culture but also help to isolate plant growth- and immunity-promoting microbes for sustainable agriculture
問題及專案為導向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;Problem Based and Project Based Approach to Learning for Hybrid Inductive Teaching Pedagogy and Practice in in-Vehicle Network Related Courses
Full text link[[abstract]]近年來，隨著電子技術之長足進步，車輛工程亦隨著由傳統動力機械急速地驅向以車輛電子電機為核心之技術，電動車將於不久的未來將取代燃油車輛，預估未來車輛僅剩車輛底盤與車身可勉強稱為機械，車輛其餘部分將全為電機電子系統，值此關鍵之車輛轉型之際，傳統車輛相關課程已無法符合未來之產業需要。本研究計畫主要以車載網路系統之教學課程為主，導入車輛電子微控制器(Micro-Control Unit, MCU)基礎課程中軟體、韌體及硬體之設計與技術實務課程，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，並於過程中適時調整教學方法，並修正教材對不同面相跨領域學生學習上之難易程度，以達學生修習車輛電子車載網路系統之預期效果。
This project mainly studies the pedagogy and practice in teaching courses for in-vehicle network, control area network (CAN) systems especially. The continuous innovation of the electronic industry makes the automotive electronic systems to be one of the possible main roles in vehicle industry. The in-vehicle network system which connects and share data with the electronic systems in a vehicle becomes one of the indispensable researches for the automotive electronics in the future. 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 related courses of the automotive electronics are still scanty in the vehicle engineering education. The students in departments or institutes of vehicle engineering would lose their competitive ability if they do not take the automotive electronics related courses or there are not enough such courses. On the other hand, the instructors are responsible in well teaching automotive electronics related courses instead of the traditional vehicle or mechanical related courses. Nowadays, it is the time to educate the trainees or students to learn the technologies of the vehicle network system. This project mainly develops and constructs the experimental materials for the in-vehicle network systems based on embedded microprocessor and aims at the teaching method of the in-vehicle network course since the technologies involved in this course and the demands for both the traditional and progressive vehicles will not fade away and will become more crucial and compulsory in forthcoming decades. CAN systems are the breakthrough for current transient status of the vehicle technology development in vehicle engineering. The CAN systems course prepares students for careers in in-vehicle network systems. This project investigates the underlying pedagogy of CAN systems including the following topics: fundamentals of in-vehicle network and CAN system, software and firmware programming, hardware synthesis of CAN systems, CAN signals analyses, system engineering of CAN systems, etc. It utilized inductive teaching and learning methods such as inquiry-based, problem-based and project-based learning. We have developed an embedded microprocessor based print circuit board for the automotive electronics that may confront the students with authentic problems. We will also synthesize a pattern CAN unit that assists students in distinguishing shortcomings or excellences in their hardware design. An evaluation of the hybrid approach using inductive methods will proceed to verify the improvements of students for the teaching and learning approach
走讀磺溪─區域文學課程教學實踐計畫
Full text link[[abstract]]「走讀磺溪─區域文學課程教學實踐計畫」擬於107學年度通識教育精進中文課程「區域文學」中實施，採彈性選課機制，選課對象來自校內各科系學生，預計招收30~40人，採精緻小班、跨領域協同教學。除了計畫主持人外，也將邀請業界專家、學者為學生進行跨領域教學，首先讓學生接觸在地的彰化市地誌文學，走讀文學地景，進行作家與作品的田調與踏查，並接受圖文傳播、故事敘事力、文化創意等業界學者跨領域授課，讓學生走出既有書面文字的框架，創意發想，為在地的區域地誌文學留下新世代的新詮解、新形式，最後產出一本《走讀磺溪─文學創意發想圖文集》，因此作品形式包含與舊作品產生對話的互文作品，也不排除漫畫、圖畫、文創商品、文創標語等多樣形式。 期望這樣的教學，使學生接近生活周遭的區域文學，貼近文學中的歷史現場，與作品產生對話，為文學開創新視野與新生命。不僅能提升學生參與在地文化的意願與能力，形塑在地認同感，也為在地文化盡一份心力，實踐彰化師範大學「珍視鄉土文化、促進社區互動」的目標，提昇高教公共性，善盡大學社會責任。
“Read and Research Huangxi - Regional Literature Course Teaching Practice Project” is intended to be implemented in "Regional Literature", a year-long project of intensive education for Chinese students in the 107th academic year. Elective courses are based on students from all departments of the university and are expected to enroll 30-40 People, mining fine class, cross-field co-teaching. In addition to the host of the project, industry experts and scholars will also be invited to conduct cross-field teaching for students. First, students should be allowed to contact the local literature of Changhua City on the spot, read the literary landscape, conduct the fieldwork and search of writers and works, and accept the graphic and cultural communication, story narration, cultural and creative industries, such as cross-disciplinary scholars to enable students to get out of the existing written frame, creative thinking, for the local geographical literature left a new interpretation of new generations, new forms , And finally produced a " Read and Research Huangxi ─ Literary Thoughts & Creation Collection", the form of the work contains intertextual works with the dialogue of the old works, does not rule out comics, drawings, cultural and creative goods, cultural and creative slogans and other diverse form. I expect this kind of teaching to bring students closer to the regional literature around their lives, to the historical scene in literature, to dialogue with the works and to open new horizons and new lives for the literature. This will not only enhance students' willingness and ability to participate in local cultures, but also help to establish a sense of identity with local people. In addition, they will do their utmost to help local culture and practice the goal of "cherishing local culture and promoting community interaction" , Improve university social responsibility
問答、體驗與實踐融入生命教育課程
Full text link[[abstract]]本研究擬於「生命探索發展與實踐」課程中，將討論、對話、體驗與實踐融入課程。「生命探索發展與實踐」為本校通識必修課，為使課程不流於教科書與知識之傳授，結合「知」與「行」，故擬以討論、對話、體驗與實踐等活動，作為本課程之實施設計方針。其中，藉由生命問題之討論、問答，訓練學生口語表達能力，打破自我思維侷限；並在問答法的問題追問中，深入思考，促其由現象之發掘，找到本質與洞見。在體驗、實踐活動中，以放鬆、靜坐的練習，養成覺察的習慣，找到安定身心的方法；在身體的覺察與演練中，體會身心之聯結，學會愛惜自己；在服務學習的付出實踐中，了解自己與他人之聯結，探索生命之意義。由以上教學活動的進行，結合課程的內容設計，使學生重新審視過去經驗，而後建立新思維、新習慣，並將所學成為「帶得走」觀念與習慣，落實於生活中。
In this project, we try to enclose additional teaching methods including discussion, question-and-answer, inheritance of experience and practice into the “Exploring, Developing and Practice of Life ” curriculum, which is a mandatory subject traditionally performed in the form of one-directional knowledge stream from teachers and textbooks to students. By discussion and question-and-answer, students could enchance their oral presenting ability, prevent themselves from sinking in narrow viewpoints. Furthermore, by deeper thinking, they could find out the essentials of the question.By repeating practice to relax and meditate, students are expected to acquire the habit of carefully observing the activity of their mind and body everyday. They will also learn how their mind and body interact with each other and highly respect the existence of themselves after this practice. By being a volunteer for public service, students are required to build a harmonic relationship with others. After this curriculum with newly additional teaching methods, we hope that students obtain good thinking and living habit in the rest of their life
學生學習教育統計的學習概念、學習方法與混成學習成效關連之研究
Full text link[[abstract]]為解決研究者於「數理教育統計」課程教學實踐上遇到的問題，本計畫欲探討學生學習統計的概念、學習統計的方法，並於調整混成翻轉教學內容與評量方式之後，進一步了解學習概念、學習方法、與學習成效的關係。文獻顯示學習概念與學習方法與學習成效有關，因此本研究分為四個階段：(1)工具準備與調查階段：運用現象圖學法訪談已經修習過數理教育統計的學生，了解他們學習統計的概念，利用「統計學習方法問卷」調查學生的學習方法，預期將得到具有階層性的概念類別與方法類別；(2)課程調整與修正階段：進行整體課程重新設計，以研究者熟悉的翻轉教室教學法為基礎，針對混成學習的特性與學生的學習概念、學習方法，設計合適的評量方式作為學習成效指標，調整課程內容或教學方式；(3)教學實施階段：收集學生的上課文件、教學相關文件資料；(4)資料分析與形成結論階段：完成資料收集並分析資料，最後形成研究結論並撰寫報告、進行論文發表。研究者預期能獲得對教育統計教學與研究領域有貢獻的實務結論。
To solve the problems encountered during the teaching of mathematics/science educational statistics, this project aims to investigate students’ conceptions of learning statistics (CLS), approaches to learning statistics (ALS) and their relationships with learning performance. Literature review shows a possible relationship among the three. This project is designed as a four-stage study. First, we will use phenomenography to interview students who studied educational statistics to gather their CLS, and ask them to fill out ALS questionnaire. We expect to develop several hierarchical categories of CLS and ALS. Second, we use the CLS and ALS data to refine the flipped-classroom blended-learning curriculum of educational statistics, especially in teaching pedagogy and assessment framework. Third, the refined curriculum will be taught and data from students, the teacher, and blended-learning website will be gathered. Last, data will be analyzed to form conclusions, and the researcher will summarize the project and hopefully provide contributions to related fields
數位桌遊的開發與個人投資理財課程設計;The Development of Technology-supported Board Game and Design of Personal Finane Curriculum
Full text link[[abstract]]受傳統觀念和教育體制的影響，理財教育近年來開始受到重視，但多著重於中、小學理財教育，大學生理財意識淡薄和理財素養較低的現象非常普遍。為強化通識博雅教育之品質與內涵，並推動創新課程與教學法，本計畫首先將分析大學生理財教育的現狀和對大學生進行理財教育的必要性，本計畫擬以通識「個人投資理財」為主題，開發一系列可將悅趣化學習與桌遊結合的數位桌遊教材。計畫將以大專院校投資理財課程內容出發，並與中、小學課程對應，建構相關課程模組、教案手冊、教學方法與多元評量工具。本計畫將進一步把完成之數位桌遊教材，實驗性的導入於國立彰化師範大學的通識課程中，並藉由其量化分析的實際結果來探討開發完成數位桌遊教材品質評鑑的良窳。
Influenced by traditional concepts and education system, financial education in elementary and secondary school has begun to receive attention recently. The weak sense of financial management of college students and financial literacy remains low. To enhance the quality and connotation of general education liberal education and to promote innovative curriculum and pedagogy, this project first analyzes the status quo of college financial education and the necessity of financial education for college students. Based on the course of “Personal Finance,” this project tries to construct a series of game-based digital board game. This project, therefore, taking the general course of personal finance in National Changhua University of Education for example, introduces the new teaching material, courseware design and development, structure of instructional materials, applications for effective teaching. This project finally serves as a reference guide for financial education and the general public in teaching and self-learning
施行探究式教學於師資生實務社群對職前科學教師專業知能之影響-以「物理教材教法」課程為例
Full text link[[abstract]]本計畫採行動研究，擬針對選修物理教材教法課程的實務社群師資生，先行組織研究教師團隊，研發探究式教學模組課程，再探討發展與施行探究式教學模組過程中，可能遭遇到的困難與解決策略及對師資生專業知能影響為何? 本研究施行實驗教學期間為整個學期18週，質性資料的收集包含，會議記錄、課程設計、教師教學反思日誌、教學期間各項活動錄影、錄音與教案、學習單等、師資生每週繳交教學反思實踐心得、任課教師每週立即回饋資料，及師資生晤談紀錄等；量化資料則利用「教師專業知能問卷」等收集。資料分析，將質性資料中各項活動錄影、反思日誌與晤談紀錄等進行原案分析與三角校正，並針對教學前、後測問卷施測結果以成對樣本t檢定，進行量化資料的分析，並撰寫研究結果。教育部即將於108年施行十二年國民基本教育課程綱要，其中探究與實作為物理與自然領域培養中學生科學核心素養之重要教學策略。近年來對於探究式教學的研究，發現能有助於學生的學習成效、學習動機等，但迄今大多數的中學自然科教師，對如何進行探究式教學卻仍然不熟悉。因此，為能提供師資生透由實務社群，培養具備探究式教學概念與實務經驗的科學核心素養，是當務之急，已刻不容緩，頗值得深入進行研究。
This study organized a community of practice targeting pre-service teachers that selected “Teaching Methodology of Physics” as their elective course, applying an action research method. A group of research teachers was organized to develop an inquiry-teaching module. Problems that occurred during the development and implementation of the module were observed, and corresponding solutions are discussed herein. The impact of the developed module on the professional knowledge and skills of the pre-service teachers was then investigated. In the new 12-year Curriculum for Basic Education, which is to be implemented in 2019, the Ministry of Education put forward an education strategy that emphasizes the cultivation of inquiry-based learning and other practical skills of middle school students in terms of physics and natural science. Recent research on inquiry teaching found that it is conducive both to students’ learning performance and to their motivation. However, the majority of natural science teachers in junior high schools remain unfamiliar with the implementation of inquiry teaching. In addition, since learning is a process requiring participation, pre-service teachers can learn corresponding skills in an inquiry-based environment and grow through social interaction; participation in a community of practice provides pre-service teachers opportunities to discuss and solve practical problems and enhance their performance in terms of their professional knowledge and skills, career exploration, and application of social responsibility. For that reason, it is urgent and imperative to develop methods to train pre-service teachers in inquiry teaching theories and skills through communities of practice prior to the implementation of the new 12-year Curriculum for Basic Education