「明日夫子學院」：兩種支持教師培訓模式之分析比較

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：34

、訪客IP：18.226.88.70

姓名

卓然(Jan Cho) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

「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)

相關論文

★ 探索電玩遊戲頻率對於視覺注意力表現能力的效應	★ 代理表現學習模式—以動物同伴為例
★ 常用邏輯句型重組之學習	★ 電腦支援國小數學文字題擬題活動初探
★ 解釋數學：透過科技支援創作與討論以增強小學生的數學溝通能力	★ 提問式鷹架教學結合數位閱讀寫作系統對國小低年級學生語文能力的影響
★ 數學島：興趣驅動之國小數學線上平台設計與初步評估	★ 以「猜擬題」活動增進學生數學文字題解題能力
★ 基於學生練習使用回饋之學習成效預測模型與動態題數練習機制	★ 透過主題地圖與寵物同伴促進閱讀更深更廣的書籍
★ 具推薦書籍功能之閱讀島系統架構設計	★ 透過學生影片創作進行國小數學學習:趣創者理論之應用
★ 英文單字樂園：學生自創字卡搭配複習機制強化英文字彙學習之系統設計及學習成效初探	★ 設計與實作明日寫作系統增進國小學生寫作表現
★ 設計與實踐「提升式寫作」活動以提升國小學生寫作品質與寫作興趣	★ TTPR：設計科技強化型全肢體反應為了小學生和國中生在印尼學習英語詞彙

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]

本電子論文使用權限為同意立即開放。
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。
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)

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。
本研究旨在探討以實體為主線上為輔的模式以及以線上為主實體為輔的模式，對於不同背景的教師各自適合哪種學習模式，以及其在培訓與實踐的過程中所有的情況分析。本研究透過實體課程與線上課程混合比例不同的兩種學習模式進行教師培訓，並使用明日夫子學院系統幫助教師學習以及實踐課程所學。
培訓內容是以明日閱讀為主，明日閱讀是透過身教示範影響孩童的閱讀行為，並透過延伸活動，提升閱讀興趣、培養終身閱讀習慣。本研究對象為桃園市國小教師與行政人員共214名，以及全台夥伴國小教師與行政人員共317名。本研究採用內容分析法及深度訪談，分析作業內容的目的在於瞭解受訪教師之推行明日閱讀的概況，亦整理培訓教師於明日夫子學院社群平台上實際運用情形作為檢驗和增強文件資料之佐證。
研究結果顯示教師較為偏好經驗分享與實踐的課程內容，主要因為教師必須透過實踐才能知道效果，所以需要快速上手的方法，透過汲取學長姊的實作經驗直接應用以免去摸索階段。且多數教師還是較為喜歡以實體課程為主的培訓模式，因為實體課程的互動性較高，能夠面對面進行討論。而影響培訓實踐的因素主要有五種：學校人員、環境、家長、老師的內在因素以及專業社群的支持。其中，老師的內在因素影響力最高，不管其他因素是否充足，只要教師想推行就會自行改變策略，讓活動可以順利發揮效果。

摘要(英)

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.

關鍵字(中)

★ 師資培訓
★ 明日閱讀
★ 教師專業發展
★ 大規模網路開放式課程

關鍵字(英)

論文目次

摘要 I
ABSTRACT II
致謝 III
目錄 IV
第一章緒論 1
第一節研究背景與動機 1
第二節研究目的與問題 3
第三節論文架構 4
第二章文獻探討 5
第一節教師專業發展 5
第二節課程與學習管理系統(CMS與LMS) 12
第三節大規模網路開放式課程(MOOC)與相關模式 13
第三章教師培訓內容與支援系統 27
第一節明日夫子學院 27
第二節明日閱讀 31
第四章研究一：區域培訓 35
第一節研究對象與環境 35
第二節研究工具 36
第三節夫子課堂 37
第四節活動流程 42
第五節資料分析 43
第六節結果與結論 45
一、「夫子課堂」系統功能的喜好 45
二、培訓活動感受 55
三、影響培訓實踐的相關因素 58
四、結論 64
第五章研究二：全國培訓模式 67
第一節研究對象與環境 67
第二節研究工具 68
第三節夫子魔課 69
第四節活動流程 76
第五節資料分析 78
第六節結果與結論 78
一、系統使用行為紀錄 78
二、培訓活動感受 89
二、影響培訓實踐的相關因素 91
三、結論 94
第六章討論與結論 97
參考文獻 103

參考文獻

中文文獻
巫宏鈞(2012)。多人線上遊戲模式應用於電腦輔助教學之研究—以輔助英文單字記憶為例。中國文化大學資訊管理學系碩士論文，台北(未出版)。
李海峰(2013)。基於TPACK 框架的小學科學教學研究—以植物與能量一課的設計與應用為例。中國電化教育，(11)，111-116。
李曼麗、張羽和葉賦桂(2013)。解碼MOOC：大規模在線開放課程的教育學考察。北京：清華大學出版社。
林志成(2009)。教師專業發展與評鑑之省思與前瞻。教育研究月刊，178，64-74。
邱瓊慧和吳祥明(2000)。談遠距教師進修。資訊與教育雜誌，76，41-46。
施美朱(2003)。以學習型組織理論探討Web-based 學習環境之教學應用。資訊與教育雜誌，93，66-77。
高瑜璟(2006)。數位學習—學習的新趨勢。網路社會學通訊期刊，57。
徐秀慧(2010)。從等積異形觀點設計小六學童面積概念之電腦動態化輔助教學。國立台南大學數學教育學系碩士論文，台南(未出版)。
陳明(2007)。數位學習(E-learning)的介紹。教育趨勢導報，(27)。
陳德懷(2013)。興趣，我們教育辭典裡有這個名詞嗎？。
陳怡君(2006)。學習的強效催化劑—精緻的E+C混成學習。人事月刊，254，42-45。
陳清溪(2004)。淺談特殊教育教師的專業成長。研習資訊。21(4)，41-48。國立教育研究院籌備處。
梁福鎮(2006a)。我國教師專業發展的現況、問題與對策。教育科學期刊，6(2)，77-90。
黃坤錦(2003)。教師在職進修與教師專業發展。教育資料集刊，28，241-258。
張振亨、陳思亮(2010)。數位學習(E-Learning)的認識與應用。取自於 http://e-learning-101.blogspot.tw/2010_11_21_archive.html
鄒景平(2003)。數位學習最佳指引。數位學習概論，1-24。
劉怡甫(2014)。從anti-MOOC風潮談MOOCs轉型與SPOCs擅場。評鑑雙月刊，(48)。
聯合國教科文組織於2008年出版《 Towards information literacy indicators》一書。取自http://portal.unesco.org/ci/en/ev.php-URL_ID=26597&URL_DO=DO_TOPIC&URL_SECTION=201.html
教師專業發展的功能。教育部中小學教師專業發展整合平台。民國104年6月25日，取自：
http://teachernet.moe.edu.tw/MAIN/Article/ArticleDetail.aspx?proid=A-2&aid=19。
薛化元、黃居正譯(1989)。關於教師地位的建議書。現代學術研究專刊，(1)，22-25。
謝佳正、陳宇軒(2015)。翻轉學習之磨課師推動計畫－以 ShareCourse 平台之線上課程為例。T&D 飛訊， 207 。
饒見維(1996)。教師專業發展－理論與實務。臺北市：五南。
饒見維(2003)。教師專業發展－理論與實務（2版1刷）。臺北市：五南。
英文文獻
Baek, Y., Jung, J., & Kim, B. (2008). What makes teachers use technology in the classroom? Exploring the factors affection: Facilitation of technology with a Korean sample. Computers & Education, 50(1), 224–234.
Blandford, S. (2001). Professional development in schools. Early Professional Development for Teachers, 12.
Banks, & A. S. Mayes (Eds.), Early professional development for teachers, 12-19. London, WC: David fulton publishers ltd.
Boiko, B. (2005). Content management bible. New York: Hungry Minds..
Chang, I. H., Chin, J. M., & Hsu, C. M. (2008). Teachers’ perceptions of the dimensions and implementation of technology leadership of principals in taiwanese elementary schools. Educational. Technology & Society, 11(4), 229–245.
Chien, T. C., Chen, Z. H., Ko, H. W., Ku, Y. M., & Chan, T. W. (2011). My-Bookstore: The Design of a Management Game to Promote Classroom Reading Activity. In Proceedings of the 19th International Conference on Computers in Education , 465-472.
Darling Hammond, L. (1998). Teacher learning that supports student learning. Educational Leadership, 55(5), 6-11.
Davidson, J. (2005). A new role in facilitating school reform: The case of the educational technologist. Teachers College Record, 105(5), 729–752.
David Blake(2013). MOOC, SPOC, What? Untangling the Online Course Vocabulary. http://moocs.com/index.php/mooc-spoc-what-untangling-the-online-course-vocabulary.
Dawson, V. (2008). Use of information and communication technology by early career science teachers in Western Australia. International Journal of Science Education, 30(2), 203–219.
Duncan Howell, j. (2010). Teachers Making Connections: Online Comminities as a Sourse of Professional Learning. British Journal of Educational Technology. 42(2), 324-340.
Egbert, J., Paulus, Trena M. & Nakamichi, Y. (2002). The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language, Learning & Technology, 6, 108-126.
Fox. A. (2013). From MOOCs to SPOCs. Communications of the ACM, 56(12), 38-40.
Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programs. Educational Technology & Society, 12 (1), 193–204.
Jackson, A. W., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21st century. Teachers College Press, PO Box 20, Williston, VT 05495-0020.
Kaitlyn A.M. Bolongaro (2014), International Conference on Learning Cities,UNESCO Institute for Lifelong Learning, 18.
Kariuki, C. (2009). Professional Development for 21st Century Teachers: Effective Classroom Management. Online Submission.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Krashen, S. D. (1993). The power of reading. Libr. Unlimited.
Lawless, K. A. & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knows, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77, 575-614.
Liao, C. C. Y., & Chan, T. W. (2013). iBookTalker: An Approach to Facilitate Students’ Language Learning from Reading to Creating and Sharing, Proceedings of the 21th International Conference on Computers in Education. Bali, Indonesia: Asia-Pacific Society for Computers in Education.
Lin, T. J., Deng, F., Chai, C. S., & Tsai, C. C. (2013). High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture. International Journal of Educational Development, 33, 37-47.
Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of research in science teaching, 41(4), 370-391.
Loveless, A., & Dore, B. (2002). ICT in the primary curriculum. ICT in the primary school, 3-22.
Marks, R. (1990). Pedagogical content knowledge: Form a mathematical case to a modified conception. Journal of teacher Education, 41(3), 3-11.
M. Cusumano.(2013) Are the costs of ‘free’ too high in online education? Communications of the ACM, 56 (4), 26–29.
Michigan State Board of Education (2000). Professional development definition and
standards. Available: http://ameritechacademy.org/Summer2002Web/Day.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi:10.1111/j.1467-9620.2006.00684.x
Niklas , Anna-Lena, Linda & Berner (2014). Professional Development of Teachers in a MOOC. Proceedings of the 22nd International Conference on Computers in Education. Japan: Asia-Pacific Society for Computers in Education.
O’Toole, Robert (2013) Pedagogical strategies and technologies for peer assessment in Massively Open Online Courses (MOOCs). Discussion Paper. University of Warwick, Coventry, UK: University of Warwick.
Phelps, R., & Graham, A. (2008). Developing ‘‘Technology Together’’: A whole-school metacognitive approach to ICT teacher professional development. Journal of Computing in Teacher Education, 24(4), 125–133.
Robertson, J. (2002). How to evaluate a content management system. KM Column, 6, 1-6.
Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: predictors of prospective teaching behaviors with educational technology. Computers & Education, 54, 103–112.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.
So, H. J., Lossman, H., Lim, W. Y., & Jacobson, M.J. (2009). Designing an online video based platform forteacher learning in Singapore. Australian Journal of Educational Technology, 25(3), 440-457.
State of Iowa Department of Education (2006). Iowa professional development model: Training manual learning. Des Moines, IA: State of Iowa Department of Education. (http://www.iowa.gov/educate/content/view/232/637)
Teo, T. (2009). Modelling technology acceptance in education: a study of pre-service teachers. Computers & Education, 52, 302–312.
Thornton, P. & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217-228.
Goral, T. (2013). SPOCs may provide what MOOCs can’t. University Business Magazine.
Watson, William R., & Sunnie Lee Watson.(2007). "What are learning management systems, what are they not, and what should they become?". TechTrends, 51(2), 29.
Wepner, S. B., Ziomek, N., & Tao, L. (2003). Three teacher educators’ perspectives about the shifting responsibilities of infusing technology into the curriculum. Action in Teacher Education, 24(4), 53–63.

指導教授

陳德懷

審核日期

2015-8-14

推文