博碩士論文 981207009 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:20 、訪客IP:34.230.84.106
姓名 馮寒絹(Han-chuan Feng)  查詢紙本館藏   畢業系所 學習與教學研究所
論文名稱 創意思考螺旋教學模式下師生互動模式之分析-以Topobo機器人為例
(Analysis of Teacher- Student Interaction Behavior Pattern in Creative Thinking Spiral Instruction Model-Using Topobo as an Example)
相關論文
★ 服務學習融入師資培育: 以線上課輔活動為例★ 以TARGET教學模式設計機器人教學單元課程活動與評量
★ 解題導向式教學融入線上課輔對學習動機與學習成效之影響★ 動機因素與鷹架輔助機制對學生圖形化程式語言學習成效之影響
★ 探討國小數學概念回推策略對數位學伴學生數學學習成效及學習態度之影響★ 探索機器人學習活動之背景和經驗、動機、 策略與成就相關性:以國小高年級學生為例
★ 線上課輔教學準備度指標之開發與應用:以數位學伴大學伴為例★ 大學學生多媒體創作歷程研究
★ 書法教學現況及教師書法教學意願之研究—以台北市國小為例★ 網路理情課程對國小學童網路攻擊與現實攻擊傾向的影響
★ 教師部落格樣貌分析★ 青少年部落格樣貌之探究─以「無名小站」為例
★ 無縫隙線上討論環境之建構與評估-序列行為分析與其對學習之影響★ 越南語為第二外語臺灣學習者學習策略與科技輔助之研究
★ 英語課程融入團康遊戲對國小五年級生英 語口說焦慮與英語口說成效之影響
檔案 [Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   [檢視]  [下載]
  1. 本電子論文使用權限為同意立即開放。
  2. 已達開放權限電子全文僅授權使用者為學術研究之目的,進行個人非營利性質之檢索、閱讀、列印。
  3. 請遵守中華民國著作權法之相關規定,切勿任意重製、散佈、改作、轉貼、播送,以免觸法。

摘要(中) 本研究以創意思考螺旋做為機器人課程設計架構,探討機器人課程下的師生互動行為模式,以了解課程目標的執行成效。在「奇獸島大冒險」機器人課程中,課程時間共計4小時,研究對象為一名五歲男童及一名幼教老師,並以Topobo、師生互動行為編碼表、行為觀察紀錄表和評分者觀察一致性記錄表等作為研究工具。資料收集方式採用錄影方式收集資料,並使用序列分析法分析師生互動歷程的行為模式。研究結果顯示在師生互動行為頻率中,「遊戲」行為出現次數最多,教師「引導」行為次之,而教師「修正錯誤」行為出現次數最少。在師生互動行為中出現顯著的序列模式有教師「引導」學生後,學生會出現「組裝」或「遊戲」行為;而教師的「提問」能引發學生「表達與分享想法」或「發現問題與問題解決」;學生「表達與分享想法」後會開始進行「遊戲」;除此之外,當學生出現「發現問題與問題解決」的行為後,會引發教師的「引導」以及「修正錯誤」行為。顯示在機器人課程中,教師的引導策略能觸發學生建造和遊戲行為,且透過教師的提問能夠刺激學生表達想法與反思,並透過提供學生分享的機會,提升學生遊戲的動機。
摘要(英) This study used creative thinking spiral as the framework of the Topobo robot course. This study tended to find out the teacher-student interaction behavior patterns in this course, and evaluated the effectiveness of the Topobo course. The research sample included a five years old child and a preschool teacher. The programmable bricks, Topobo, were the main learning material in this course, and the sequential analysis method was used to find out teacher-student interaction patterns. The results showed that according to the frequency of the teacher-student interaction, the two behaviors, student’s “play” and teacher’s “guidance” appeared most often. Moreover, the result of sequential analysis showed that teachers’ guidance would help student to assemble or play Topobo bricks. Additionally, teacher’s questions would encourage student to express and share his ideas, or find and solve the problems. Besides, it was found that expressing and sharing ideas were important behaviors before children play Topobo bricks. It was also found that teacher’s guidance could enhance student’s “assemble” and “play” behaviors, and teacher’s questions could arouse student’s behaviors, like: express, share, and reflect their ideas. Besides, in this study, teacher’s guidance would significantly showed up after student showed some problems he found. The results illustrated through providing student opportunities to share ideas, student’s motivation in the course cold be enhanced.
關鍵字(中) ★ 創意思考螺旋
★ 師生互動
★ 序列分析
★ Topobo
關鍵字(英) ★ Creative thinking spiral
★ teacher-student interaction
★ sequential analysis
★ Topobo
論文目次 第一章 緒論............................1
第一節 研究背景與動機..................1
第二節 研究目的.......................2
第三節 研究問題.......................3
第四節 主要名詞釋義....................3
第二章 文獻探討.........................5
第一節 機器人與幼兒教育................5
第二節 師生互動......................12
第三章 研究方法........................15
第一節 研究架構與流程.................15
第二節 研究對象......................16
第三節 課程活動設計...................18
第四節 研究工具......................21
第五節 資料處理與分析.................30
第四章 研究結果........................34
第一節 師生互動行為頻率分析............34
第二節 師生互動模式的序列分析..........35
第三節 Topobo機器人課程目標之檢核分析..44
第五章 結論與建議......................52
第一節 結論........................52
第二節 建議........................55
參考文獻.............................58
附錄................................61
附錄一、Topobo機器人課程教案.........61
附錄二、師生互動行為觀察記錄表.........64
附錄三、評分者觀察一致性記錄表.........65
參考文獻 朱敬先(2005)。幼兒教育。台北:五南,p47-54。
孫仲山、李碧娟(1997)。國民中學教學情境中師生語言行為的分析。教育研究資訊,5(4),89 - 100。
孫敏芝(1989)。教師期望與師生交互作用:一個國小教室的觀察。高雄:復文。
馬嘉鴻(2004)。學前幼兒在積木角中打鬧遊戲歷程之研究-一位幼稚園老師的教學反思。台北市立師範學院國民教育研究所碩士論文(未出版)。
張玉成(民72)。教師發問技巧及其對學生創造思考能力影響之研究。台北:教育部教育計畫小組編印。
陳淑敏(2005)。幼兒遊戲(第二版)。台北:心理。
蒙特梭利與兒童教育(徐炳勳譯)(1997)。台北市:及幼文化出版社。(原著出版年﹕1957年)
潘世尊(民91):教學上的鷹架要怎麼搭。國立屏東師範學院學報,16,263-294。
潘慧玲(1992)。我國兒童之遊戲行為。師大學報,37,111-131。
Ackermann, E. (2001), Piaget's constructivism, Papert's constructionism: What's the difference? Paper presented at the 2001 Summer Institute, Mexico City.
Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis. New York: Cambridge University Press. 2nd edition.
Baxter, C. M. & Workman, S. (1983). The Influence of Teacher Behavior on Child
Bers, M. U. (2007). Project interactions: a multigenerational robotic learning. Journal of Science and Technology Education, 16(6), 537-552.
Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognition Science, 25, 471-533.
Englehart, J. M. (2009). Teacher–student interaction. In L. J. Saha, A. G. Dworkin (eds.), International Handbook of Research on Teachers and Teaching(pp. 711–722). New York, The Netherlands: Springer.
Farr, W., Yuill, N., & Raffle, H.(2009). Social benefits of a tangible user interface for children with Autistic Spectrum Conditions. Autism: The International Journal of Research and Practice,14, 237-252.
Feng, H. C., Lin, C. H., Liu, & E. Z. F. (2011). Parents’ perception of educational programmable bricks –Topobo as an example. British Journal of Educational Technology,42(2), E30-E33.
Flanders, N. (1970). Analyzing teaching behavior. Reading, MA: Addison-Wesley.
Hamre, B., & Pianta, R. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638.
Janka, P. (2008). Using a programmable toy at preschool age: why and how? In S. Carpin, I. Noda, E. Pagello, M. Reggiani & O. Stryk (Eds.), Simulation, Modeling, and Programming for Autonomous Robots(pp.112-121). Berlin, Germany: Springer.
Merrick,K.(2008). Designing toys that come alive: curious robots for creative play. Proceeding Seventh International Conference on Entertainment Computing , 149-154.
Leder, G. (1987). Teacher student interaction: a case study. Educational Studies in Mathematics, 18(3), 255-271.
Levy, S. T., & Mioduser, D. (2008). Does it “want” or “was it programmed to…”? kindergarten children’s explanations of an autonomous robot’s adaptive functioning. International Journal of technology and Design Education, 18, 337-359.
Lin, C. H., Liu, E. Z. F., Kou, C. H., Virnes, M., Sutinen, E., & Cheng, S. S. (2009). A case analysis of creative spiral instruction model and students’ creative problem solving performance in a LEGO robotics course. Paper presented in the 4th International Conference on E-Learning and Games: Edutainment 2009(LNCS), Banff, AB, Canada, Aug. 9-11, 2009.
Liu, E. Z. F. (2010). Early adolescents’ perceptions of educational robots and learning of robotics. British Journal of Educational Technology, 41(3), E44-E47.
Liu, J., & Elicker, J. (2005).Teacher–child interaction in chinese kindergartens : an observational analysis. International Journal of Early Years Education, 13(2), 129-143.
Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-6.
Papert, S. (1991). Situating constructionism. In I. Harel and S. Papert (Eds.), Constructionism. (pp.1-11). Norwood, NJ: Ablex.
Parkes, A. J., Raffle, H. S., & Ishii, H.(2008). Topobo in the wild: longitudinal evaluations of educators appropriating a tangible interface. Proceeding of the twenty-sixth annual SIGCHI conference on Human factors in computing systems, Florence, Italy.
Parten, M. B. (1932). Social participation among preschool children. Journal of Abnormal and Social Psychology, 27, 234-269.
Perraton, H. (1987). The role of theory and generation in the practice of distance education (Report No. CE049375). Hagen, Oktober: Zentrales Institut fur Fernstudienforschung Arbeitsbereich. (ERIC Document Reproduction Service No. ED290015)
Piaget, J. (1962). Play, dreams, and imitation in childhood. New York: Norton.
Raffle, H., Parkes, A., & Ishii, H. (2004). Topobo: a constructive assembly system with kinetic memory. In Proc. CHI 2004, 647–654.
Resnick M. (2003). Playful learning and creative societies. Education Update, 8(6),. Retrieved May 1, 2010 from http://web.media.mit.edu/~mres/papers/education-update.pdf
Resnick, M. (2007a). Sowing the seeds for a more creative society. Learning and Leading with Technology, 18-22.
Resnick, M. (2007b). All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten. Proceedings of the 6th ACM SIGCHI conference on Creativity & cognition, 1-6.
Romeike, R. (2008). What’s my challenge? The forgotten part of problem solving in computer science education. Proceeding 3rd ISSEP Intern. Conf. on Informatics in Secondary Schools - Evolution and perspectives, 122-133.
Rosemberg, C., & Silva, M. L. (2009). Teacher children interaction and concept- development in kindergarten. Discourse Processes, 46(6), 572-591.
Parten, M. B.(1932). Social participation behavior. Paper Presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association on the Jackson Hole, WY.
Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. New
York: Harcourt Brace College.
Van de Pol, J., Volman, M., and Beishuizen, J.(2010). Scaffolding in teacher-student interaction: a decade of researcher. Educational Psychology Review, 22, 271-296.
Virnes, M. & Sutinen, E. (2009). Topobo in kindergarten: educational robotics promoting dedicated learning. Proceedings of the 17th International Conference on Computers in Education, 690-697.
Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press
Woods, P. (1983) Sociology and the school: an interactionist viewpoint. Boston: Routledge & Kegan Paul.
Wyeth, P., & Wyeth, G. (2008). Robot building for preschoolers. In U. Visser, F. Ribeiro, T. Ohashi & F. Dellaert (Eds.), RoboCup 2007: Robot Soccer World Cup XI( pp. 124-135). Berlin, Germany: Springer.
指導教授 劉旨峰(Eric Zhi-Feng Liu) 審核日期 2011-6-21
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明