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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/77857


    Title: 生態藝術課程與校園植物學習平台的發展及推廣之個案研究;Developing and promoting a course of ecological art and a platform for teaching botany: A case study
    Authors: 曹博凱;Tsao, Po-Kai
    Contributors: 學習與教學研究所
    Keywords: 學習平台;行動者網絡理論;植物分類檢索教學;高瞻計畫;learning platform;actor-network theory;teaching plant classification and identification;high-scope program
    Date: 2018-08-22
    Issue Date: 2018-08-31 14:59:59 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 在教育現場,中小學為爭取競爭型計畫挹注學校經費的現象日益普遍,這些計畫又經常伴隨著資訊及通訊科技(ICTs)系統的建置。然而隨著計畫的結束,失去計畫支援的成果常常也隨之銷聲匿跡,加上ICTs技術不停推陳出新,這些系統的生命週期也越來越短。這樣的結果似乎不難預見,但不免有資源浪費的憂慮。
    本研究追蹤了一個為了生態藝術的計畫實驗課程所發展的植物結構和分類教學平台,探討這些課程與平台如何能夠糾集其他教師的認可和參與,讓平台與課程能夠持續發揮它們的作用。
    本研究用「行動者網絡理論(Actor-Network Theory, ANT)」來檢視計畫中課程與平台的發展歷程。有別於過去教育研究常從人或科技出發的價值取向,ANT同時考慮了「人」及長期被忽略,卻具有行動能力的物質(物體、空間等)或非物質(政策、文化、概念等)等「非人(nonhumans)」因素。藉著追蹤行動體之間的交互作用來探討這個行動網絡的形成、延續、轉變,甚至在計畫即將結束之際開始重組的過程。協助我們更完整地檢視影響計畫課程與平台的在地發展因素。研究者從研究中發現:
    1.無論是課程或平台的發展,皆是現地的各種行動體透過必要通過點(Obligatory Passage Point, OPP)集結,進而建立連結、動員與擴張的協商過程。
    2.課程和教學平台的設計即是一個翻譯知識的過程。
    3.課程和平台的推廣,則是該課程和平台轉移到新的情境中,與當地的各種行動體的磨合、重組、在地化的協商過程,其成敗取決於該課程和平台與當地行動體是否能建立良好的關係,並在計畫結束之後在沒有計畫的網路中持續運作。
    4.教育或資訊系統開發的研究應加強學習者以外的使用者,包括教學者、學校主管等這類使用者觀點與經驗,或許能有助於系統的發展與推廣。;Nowadays, primary and secondary schools usually have to propose and excuse additional curriculum or educational projects for competitive funding to pursue their development. These projects quite often include developing educational information and communications technology systems (ICTs). However, not many outcomes can sustain after the end of the projects. The development of educational ICTs is accelerating, but their life circle are shortening. On the one hand, this should be expectable; on the other hand, it seems to be a waste.
    This study follows the developing trajectory of an educational platform for the teaching and learning of plant structure and classification in an experimental interdisciplinary course of art and ecology. The author is interested in how both the course and the platform can earn teachers recognition and participate in the project; and thus, are able to keep working.
    This study review the trajectory from the perspective of the Actor-Network Theory (ANT). Apart from the traditional humanistic and techno-deterministic point of view, ANT consider both humans and nonhumans, including physical (object, space…) and non-physical (policy, culture, concept…) matters, as critical actants although the latter are usually ignored. By following the interaction among the actants, the thesis explores the formation, continuation, and translation of the Actor-Network of the project, till the restructuring at the end of the plans. This approach studies more thoroughly the local factors in developing both the course and the platform. The followings are the findings of the study.
    1.The development of both the course and the platform is a complicated process of negotiation, connection building, mobilization and expansion. It begins with the gathering of local actants around an obligatory passage point (OPP).
    2.The design of both the course and the platform is a process of translation.
    3.Promotion is a process of negotiation, reorganization, and localization between the courses, the platform and the local actants in a new situation. The result depends on the quality of the relationship among the actants and the network’s sustainability after the end of the project.
    4.In addition to learners, studies of developing educational information systems should pay more attention to the other actants’ perceptions and experiences. This may better the development and promotion of a system.
    Appears in Collections:[學習與教學研究所 ] 博碩士論文

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