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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/82385


    Title: 主題研究與互教:設計與評估興趣驅動之跨班互教主題研究模式;Theme-Based Research and Reciprocal Teaching: Design and Evaluation of Interest-Driven and Cross-Classes Theme-Based Research Model( I )
    Authors: 陳德懷
    Contributors: 國立中央大學學習科技研究中心
    Keywords: 興趣驅動創造者理論;主題研究;身教式持續安靜閱讀;同儕互教;Interest-Driven Creator Theory;Modeled Sustained Silent Reading;MSSR
    Date: 2020-01-13
    Issue Date: 2020-01-13 14:49:42 (UTC+8)
    Publisher: 科技部
    Abstract: 亞洲教育普遍以考試驅動學生學習, 其缺點是扭曲學生的學習和與教師的教學過程,降低學生的學習興趣以及未能培養二十一世紀的學生能力。「興趣驅動創造者理論」(簡稱「趣創者理論」)是由主持人發起,與一群亞洲學者經過五年的持續交流與討論所發展之一套學習設計理論,目標是希望將亞洲普遍以考試驅動學習的教育,慢慢轉變以興趣驅動學生持續進行創造活動,並養成習慣,最終培養學生成為終身興趣驅動創造者,為快速變化的未來社會做更好準備。基於「趣創者理論」,我們設計一個三層式「趣創者課程架構」與一個「主題研究與互教」方式。三層式課程架構包含:博覽群書、主題深讀、主題研究。最底層的「博覽群書」採用「身教式持續安靜閱讀」 (Modeled Sustained Silent Reading, 簡稱MSSR);中間層的「主題深讀」以文章為主,採用「好學論」方法,即透過讀、寫與小組討論引導學生深度閱讀一組(一般是四篇)主題文章;最高層的「主題研究」則是進行「專題式學習」、「問題式學習」、「探究式學習」、STEAM、創客等學習活動。本研究計畫之「主題研究與互教」採用以下步驟進行:首先,進行主題深讀,即老師引導學生針對某個主題的相關文章進行深度閱讀;第二,分組界定一個研究主題,即學生分組,透過老師引導與學生討論,每組延伸深讀的主題,也就是每組界定另一個相關研究主題;第三,分組進行主題研究;第四,撰寫深讀文章,即每組把研究過程與結果撰寫成文章,並設計引導反思與討論文章內容的問題;最後,進行跨班互教,即兩班學生以一組對一組的方式進行互教,例如:有A與B兩班,每班各有5組學生,分別進行不同的主題研究(即10個主題),A班教B班的意思就是,A班的第一組的學生,合作以「好學論」的方式,教B班第一組的學生,以此類推。然後B班再教A班。 ;A considerable part of formal education in Asia remains examination-driven, with the downsides of distorting the learning and teaching processes, diminishing students’ interest in learning, and failing to nurture twenty-first century competencies among students. The development of Interest-Driven Creator Theory (IDC Theory), initiated by Tak-Wai Chan, is a 5-year collective endeavor of a group of Asian researchers. The theory intends to pave an avenue for Asian researchers and practitioners to design learning activities that may transform the examination-driven education to one that continuously engages students in interest-driven creation activities, hence forming habit and ultimately enabling students to become lifelong interest-driven creators. In other words, IDC-based education is a form of education better preparing our young generation of Taiwanese and Asians as well for the future. This project intends to build a prototype so that it may become a compelling example of IDC-based education. There are two parts in this project. The first part is to design a three-tiered IDC-based curriculum structure: modeled sustained silent reading (MSSR), theme-based in-depth reading, and theme-based research. The fundamental tier is MSSR that enables students to build rich background knowledge by reading self-chosen books voluminously. Theme-based in-depth reading is the middle tier. Led by the teacher, theme-based in-depth reading enables students to learn thoroughly a set of articles related to a particular theme by reading, writing, and group discussion. Finally, theme-based research, the top tier, is a sustained learning activity such as project-based learning, inquiry-based learning, STEAM or Maker. The second part of this project is to design and evaluate and activity that we call theme-based research and reciprocal teaching. To carry out this activity, there are five steps. First, a class of students undertake theme-based in-depth reading. Second, the class forms several groups, with each group searching and defining a theme that extends the theme they have read but interested to them for further investigation. Third, each group conducts research they have defined. Forth, every student in each group composes an article based on what they have investigated. Finally, the class will teach another class theme-based in-depth reading using articles they have composed as theme-based reading material. Similarly, the other class will do the same for the class.
    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:[學習科技研究中心 ] 研究計畫

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