原鄉關懷科普活動－尋找桃花源;Popular Science Activity to Concern for Aborigines -- Looking for Arcadia

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Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/49608

Title:	原鄉關懷科普活動－尋找桃花源;Popular Science Activity to Concern for Aborigines -- Looking for Arcadia
Authors:	陳竹一
Contributors:	電機工程學系
Keywords:	二進位數;二進位碼;魔術卡;研究領域：科學教育
Date:	2011-01-01
Issue Date:	2012-01-17 19:05:48 (UTC+8)
Publisher:	行政院國家科學委員會
Abstract:	本計畫“原鄉關懷科普活動－尋找桃花源＂，其目的在開發適合原住民中小學學生生活化的二進位數/碼教案與學習材料，從日常生活中列舉二進位訊息的表達應用例證，對二進位訊息如何做進一步處理，教導小朋友如何將有趣的遊戲或機智問答，應用在日常生活中；透過教材與活動舉辦，更進一步說明與操作現代電腦的內部工作原理，使小朋友了解科學知識產生的過程與科技進展對個人與群體產生的影響等。本計畫活動特別是以原住民中小學學生對周遭親人、朋友、師長以及土地環境的關懷為出發點，而達到其親愛家人、親愛鄉土。在本計畫中，吾人將以過去所開發的“聽音辨識/仙人指路魔術卡”為主題，活動執行分為6 個項目步驟；(1)小朋友說故事:包括原住民小朋友周遭親人、朋友、師長以及土地環境等，(2)圖像搜集 :包括照片、圖片、影像、或自行繪畫，(3) 魔術卡設計:可依魔術卡規則設計，亦可輸入電腦自動排列以驗證，(4) 魔術卡製作: 卡片列印、護貝 (5) 魔術卡猜謎活動，(6)景觀路線圖設計製作:由小朋友集體繪製。註:「尋找桃花源」用意是藉此喚起大家內心中對親人以及鄉土之情。因為目前留在原鄉的原住民小朋友大多數是由祖父母或是再長一輩的親人教養，父母親可能都在都市工作。 In this project “Popular Science Activity to Concern for Aborigines -- Looking for Arcadia”, it aims to develop a teaching and learning material of applying the binary numbers and codes in daily life. It is to list of the demonstrations of applying binary information. It is, in turn, to talk about how to deal with the binary information. A construction procedure is given to help children to translate some playing games and Q&As into an operable calculator, which can be manipulated to look for the answer, by using just only paper and pens. This material will help children to understand the internal operation in modern computer. This project arises from the standpoint of concerning the surrounding including family, friends, teacher and classmates and the environment of homeland for the aboriginal students. It hopes the students, who are hit by a natural adversity themselves, can appreciate from others by joining this activity. In this project, we are setting the topic of “Listening_Identification/Immortal_Guiding Magic Card” game developed previously. There are five items to be executed, which include (1) Tell-a-Story: includes family, friends, teacher and classmates and the environment of homeland of the aboriginal students, (2) Icon Acquisition: includes photos, pictures, videos or drawing by himself, (3) Design of magic cards: students can follow the proposed steps or just put the icons into computer and let computer to perform it and verify, (4) Production of magic cards: prints the designed cards and covers them, and (5) Guess-at-a-riddle activity. 研究期間：10001 ~ 10007
Relation:	財團法人國家實驗研究院科技政策研究與資訊中心
Appears in Collections:	[Department of Electrical Engineering] Research Project

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