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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/68817

    Title: 「明日夫子學院」:兩種支持教師培訓模式之分析比較;Teacher Academy: Analysis and Comparison of Two Models for Teacher’s Training
    Authors: 卓然;Cho,Jan
    Contributors: 網路學習科技研究所
    Keywords: 師資培訓;明日閱讀;教師專業發展;大規模網路開放式課程
    Date: 2015-08-14
    Issue Date: 2015-09-23 14:41:26 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 近年來,教育部提倡將資訊科技融入教學,此股風潮使得教師的教學模式從傳統的講授教學轉變為數位化的方式。教師為了因應此種學習型態的改變,可以透過培訓的方式使自身的專業知識提升,以適應教學方式的變革。
    ;Recently, the Ministry of Education advocated to integrate information technology into teaching. This trend lead to a transfer of teaching method from traditional narrative teaching method to a digitized way. In order to deal with the alternation, teachers can hoist their expertise by participating teacher training program.
    This study aimed to inquiry which teacher training pattern, including face-to-face training program and online training program is most appropriate for different teachers. Through different blending proportion of online and face-to-face training pattern and used a teacher training platform, named “Teacher Academy” to assist teachers’ learning and practicing. The content is based on the Reading of Tomorrow, which aimed to influence students’ reading behaviors by teacher’s demonstration and raise students’ reading interest, cultivate lifelong reading habit by extended activities.
    The subjects of face-to-face training program were 214 elementary school teachers and administrative staffs from Taoyuan City and The subjects of online training program were 317 elementary school teachers and administrative staffs from partner school across Taiwan. We adapted content analysis method and depth interview. The analysis is mainly about understanding the promotion of the Reading of Tomorrow. Besides, we sort the usage how teachers interact on “Teacher Academy” as our evaluation.
    The results indicated that teachers prefered real experience sharing and practical curriculum content. By means of learning from the upperclassmen’s experiences, teachers can directly apply to their schools and classrooms. Moreover, most teachers prefered face-to-face training because of the high interactivity and instant discussion. We also found five elements influence the practice, including school staffs, environment, parents, teachers’ internal factors and the support from professional community. Among them, the most influential factors is teachers’ determination. Once the teachers had the determination, they could revise the strategy to make the activity success.
    Appears in Collections:[網路學習科技研究所 ] 博碩士論文

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