| DC 欄位 |
值 |
語言 |
| DC.contributor | 網路學習科技研究所 | zh_TW |
| DC.creator | 莊麗葉 | zh_TW |
| DC.creator | Li-Yea Chuang | en_US |
| dc.date.accessioned | 2019-7-29T07:39:07Z | |
| dc.date.available | 2019-7-29T07:39:07Z | |
| dc.date.issued | 2019 | |
| dc.identifier.uri | http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=105554013 | |
| dc.contributor.department | 網路學習科技研究所 | zh_TW |
| DC.description | 國立中央大學 | zh_TW |
| DC.description | National Central University | en_US |
| dc.description.abstract | 隨著網路科技發展與手持裝備的普及，各項資訊傳遞與意見交流變得非常便利且即時，更加促進線上教師專業成長社群的發展，從前實體教師專業成長社群所提供的觀課、共同備課等功能，經由多媒體設備的使用以及採用網路媒介，不但克服了時間與空間的限制，大量增加社群參與的成員人數，亦加快成員互動的時效性以及教育話題的即時性，成為了另一種無所不在的學習環境。然而，目前國內尚無從知識建構的角度來觀察班級經營專業成長社群成員如何進行教學議題的討論與互動；再者，教師在線上專業成長社群當中最常關注與提出討論的班級經營議題究竟是甚麼？基於此，本研究以臉書網路社交平台某線上教師專業成長社群2017年1月1日~12月31日之成員發文2085則、成員回文之討論語串34170筆為研究對象，將各項觀察紀錄歸納整理後，探究其知識翻新實踐(knowledge building practice) 之歷程，發現問題行為與常規管理是線上教師專業成長社群最常提出詢問的班級經營議題，提出更好的想法是線上教師專業成長社群最常出現的知識翻新實踐；然而，社群內部的社會互動會影響成員提出想法改進的方式，雖然社群當中整合性意見並不多見，但若是由友善的討論情境所營造出來的整合意見，社群成員就會願意提供更多相關資訊。本研究結果可作為教師與教育相關人員在班級經營領域之參考和省思。 | zh_TW |
| dc.description.abstract | With the development of network technology and the popularity of handheld devices, various information transmission and exchange of opinions have become very convenient and immediate, and promote the development of the online professional growth community of teachers. Multimedia devices and online media make the teaching environment more progressive. Not only solves the limitation of time and space, but also increases the number of members participating in the community and promotes member interaction. It has become an ubiquitous learning environment. However, at present, there is no discussion which is based on knowledge building to the interaction in class managemen professional growth community. Therefore, this study uses this online learning community in January 2017. The objects include all members′ posts and members′ palindromes from 1st to December 31st. This study shows that problem behavior and routine management are the most common problems to online professional learning community. The knowledge building practice that appeared most often is giving “a better idea”. It is not frequently to see the “Rise Above” idea. However, it will stimulate members to contribute the “Rise Above” idea when menbers interact friendly. The conclusions of this study can be used as a reference and reflection for teachers and educational personnel in the field of class management. | en_US |
| DC.subject | 知識建構、教師專業成長社群、班級經營 | zh_TW |
| DC.subject | knowledge-building, professional learning community, class management | en_US |
| DC.title | 線上教師學習社群之知識翻新實踐：以FB某教師社群為例 | zh_TW |
| dc.language.iso | zh-TW | zh-TW |
| DC.title | Knowledge Building Pratcice in a Online Teacher Learning Community on Facebook | en_US |
| DC.type | 博碩士論文 | zh_TW |
| DC.type | thesis | en_US |
| DC.publisher | National Central University | en_US |