| 摘要(英) |
Classroom learning is the very essence and valuable Classroom learning is the very essence and valuable Classroom learning is the very essence and valuable Classroom learning is the very essence and valuable Classroom learning is the very essence and valuable Classroom learning is the very essence and valuable Classroom learning is the very essence and valuable Classroom learning is the very essence and valuable . Teachers often prepare eachers often prepare eachers often prepare some games in preparation for courses to allow students practi some games in preparation for courses to allow students practi some games in preparation for courses to allow students practi some games in preparation for courses to allow students practi some games in preparation for courses to allow students practi some games in preparation for courses to allow students practi some games in preparation for courses to allow students practi some games in preparation for courses to allow students practi some games in preparation for courses to allow students practi some games in preparation for courses to allow students practi some games in preparation for courses to allow students practi some games in preparation for courses to allow students practi some games in preparation for courses to allow students practi some games in preparation for courses to allow students practice just to learn ce just to learn ce just to learn ce just to learn new knowledge, but in the traditional teaching short game time, not too many new knowledge, but in the traditional teaching short game time, not too many new knowledge, but in the traditional teaching short game time, not too many new knowledge, but in the traditional teaching short game time, not too many new knowledge, but in the traditional teaching short game time, not too many new knowledge, but in the traditional teaching short game time, not too many new knowledge, but in the traditional teaching short game time, not too many new knowledge, but in the traditional teaching short game time, not too many new knowledge, but in the traditional teaching short game time, not too many new knowledge, but in the traditional teaching short game time, not too many new knowledge, but in the traditional teaching short game time, not too many new knowledge, but in the traditional teaching short game time, not too many new knowledge, but in the traditional teaching short game time, not too many new knowledge, but in the traditional teaching short game time, not too many new knowledge, but in the traditional teaching short game time, not too many new knowledge, but in the traditional teaching short game time, not too many new knowledge, but in the traditional teaching short game time, not too many opportunity to allow students to solve the problem in context in classroom .
Presents a situation in order to help teachers the classroom, students Presents a situation in order to help teachers the classroom, students Presents a situation in order to help teachers the classroom, students Presents a situation in order to help teachers the classroom, students Presents a situation in order to help teachers the classroom, students Presents a situation in order to help teachers the classroom, students Presents a situation in order to help teachers the classroom, students Presents a situation in order to help teachers the classroom, students Presents a situation in order to help teachers the classroom, students Presents a situation in order to help teachers the classroom, students Presents a situation in order to help teachers the classroom, students Presents a situation in order to help teachers the classroom, students Presents a situation in order to help teachers the classroom, students Presents a situation in order to help teachers the classroom, students Presents a situation in order to help teachers the classroom, students Presents a situation in order to help teachers the classroom, students in the cla in the cla in the cla ssroom can reach a solution to the problem in context exercises, and ssroom can reach a solution to the problem in context exercises, and ssroom can reach a solution to the problem in context exercises, and ssroom can reach a solution to the problem in context exercises, and ssroom can reach a solution to the problem in context exercises, and ssroom can reach a solution to the problem in context exercises, and ssroom can reach a solution to the problem in context exercises, and ssroom can reach a solution to the problem in context exercises, and ssroom can reach a solution to the problem in context exercises, and ssroom can reach a solution to the problem in context exercises, and ssroom can reach a solution to the problem in context exercises, and ssroom can reach a solution to the problem in context exercises, and ssroom can reach a solution to the problem in context exercises, and ssroom can reach a solution to the problem in context exercises, and to help teachers prepare lessons required use the game, we propose a textbook to help teachers prepare lessons required use the game, we propose a textbook to help teachers prepare lessons required use the game, we propose a textbook to help teachers prepare lessons required use the game, we propose a textbook to help teachers prepare lessons required use the game, we propose a textbook to help teachers prepare lessons required use the game, we propose a textbook to help teachers prepare lessons required use the game, we propose a textbook to help teachers prepare lessons required use the game, we propose a textbook to help teachers prepare lessons required use the game, we propose a textbook to help teachers prepare lessons required use the game, we propose a textbook to help teachers prepare lessons required use the game, we propose a textbook to help teachers prepare lessons required use the game, we propose a textbook to help teachers prepare lessons required use the game, we propose a textbook to help teachers prepare lessons required use the game, we propose a textbook to help teachers prepare lessons required use the game, we propose a textbook translated into in situations digital table games, problem translated into in situations digital table games, problem translated into in situations digital table games, problem translated into in situations digital table games, problem translated into in situations digital table games, problem translated into in situations digital table games, problem translated into in situations digital table games, problem translated into in situations digital table games, problem translated into in situations digital table games, problem translated into in situations digital table games, problem -solving combined with solving combined with solving combined with solving combined with solving combined with TPRS and TPI teaching the TPRS and TPI teaching the TPRS and TPI teaching the TPRS and TPI teaching the TPRS and TPI teaching the ory through the Roll ory through the Roll ory through the Roll ory through the Roll -and -the Move type of table games the Move type of table games the Move type of table games the Move type of table games the Move type of table games the Move type of table games with textbooks and teaching materials, the placement of table type educational games in the classroom, able to attention, self educational games in the classroom, able to attention, self educational games in the classroom, able to attention, self educational games in the classroom, able to attention, self educational games in the classroom, able to attention, self educational games in the classroom, able to attention, self educational games in the classroom, able to attention, self educational games in the classroom, able to attention, self educational games in the classroom, able to attention, self -confidence on the confidence on the confidence on the heart as well the satisfaction of their motivat heart as well the satisfaction of their motivat heart as well the satisfaction of their motivat heart as well the satisfaction of their motivat heart as well the satisfaction of their motivat heart as well the satisfaction of their motivatheart as well the satisfaction of their motivat heart as well the satisfaction of their motivat heart as well the satisfaction of their motivat heart as well the satisfaction of their motivat heart as well the satisfaction of their motivat ion to learn a significant ion to learn a significant ion to learn a significant ion to learn a significant ion to learn a significant ion to learn a significant ion to learn a significant upgrade.In addition, in the future to develop a upgrade.In addition, in the future to develop a upgrade.In addition, in the future to develop a upgrade.In addition, in the future to develop a upgrade.In addition, in the future to develop a upgrade.In addition, in the future to develop a upgrade.In addition, in the future to develop a upgrade.In addition, in the future to develop a upgrade.In addition, in the future to develop a upgrade.In addition, in the future to develop a set of tools to help teachers set of tools to help teachers set of tools to help teachers set of tools to help teachers set of tools to help teachers set of tools to help teachers set of tools to help teachers set of tools to help teachers set of tools to help teachers prepare teaching prepare teaching , and let students let students practice in the situation sol the situation sol the situation sol ving problem s in the classroom in the classroom in the classroom . In this research In this research In this research , we , we interviewed a number of current te interviewed a number of current te interviewed a number of current te interviewed a number of current te interviewed a number of current te interviewed a number of current te interviewed a number of current te achers, achers, through the users’’ needs and feedback, we get a lot of valuable advice, through the users’’ needs and feedback, we get a lot of valuable advice, through the users’’ needs and feedback, we get a lot of valuable advice, through the users’’ needs and feedback, we get a lot of valuable advice, through the users’’ needs and feedback, we get a lot of valuable advice, through the users’’ needs and feedback, we get a lot of valuable advice, through the users’’ needs and feedback, we get a lot of valuable advice, through the users’’ needs and feedback, we get a lot of valuable advice, through the users’’ needs and feedback, we get a lot of valuable advice, through the users’’ needs and feedback, we get a lot of valuable advice, through the users’’ needs and feedback, we get a lot of valuable advice, through the users’’ needs and feedback, we get a lot of valuable advice, through the users’’ needs and feedback, we get a lot of valuable advice, through the users’’ needs and feedback, we get a lot of valuable advice, through the users’’ needs and feedback, we get a lot of valuable advice, through the users’’ needs and feedback, we get a lot of valuable advice, through the users’’ needs and feedback, we get a lot of valuable advice, and we will continue in the classroom secondary teachers teaching and to enhance will continue in the classroom secondary teachers teaching and to enhance will continue in the classroom secondary teachers teaching and to enhance will continue in the classroom secondary teachers teaching and to enhance will continue in the classroom secondary teachers teaching and to enhance will continue in the classroom secondary teachers teaching and to enhance will continue in the classroom secondary teachers teaching and to enhance will continue in the classroom secondary teachers teaching and to enhance will continue in the classroom secondary teachers teaching and to enhance will continue in the classroom secondary teachers teaching and to enhance will continue in the classroom secondary teachers teaching and to enhance will continue in the classroom secondary teachers teaching and to enhance will continue in the classroom secondary teachers teaching and to enhance will continue in the classroom secondary teachers teaching and to enhance will continue in the classroom secondary teachers teaching and to enhance will continue in the classroom secondary teachers teaching and to enhance students ability to study.
|
| 參考文獻 |
[1] Asher, J. J. (1969). The Total Physical Response Approach to Second LanguageLearning. The Modern Language Journal, vol. 53, pp. 3-17
[2] Bell, R. C. (1979). Board and Table Games from Many Civilizations. New York: Dover Publications.
[3] Caldwell, M. L. (1998). Parents board games, and mathematical learning. Teaching Children Mathematics, 4, 365-367.
[4] Chen, C. H., Chi, Y. L., Wu, C. J., Li, C. S., & Chen, G. D. (2010). Constructing a Digital Authentic Learning Playground by a mixed reality platform and a robot. International Conference on Computers in Education. 121-128.
[5] Chen, K. C., Wu, C.J., and Chen, G.D., (2011) A Digital Board Game Based Learning System for Authentic Learning. Advanced Learning Technologies, IEEE International Conference, pp. 25–29
[6] Eisele, B. & Eisele, C. (2001). Give me five. Taipei: Caves Books.
[7] Harris, C. (2009) Meet the new school board : Board games are back-and they’re exactly what your curriculum needs. School Library Journal, vol. 55, pp. 24–26.
[8] Hinebaugh, J. P. (2009). A board game education. American: Rowman & Littlefield Education.
[9] Huang, P. H., Wu, C. J., & Chen, G. D. (2012). An approach of building an engaging virtual authentic environment for classroom learning. International Conference on Advanced Learning Technologies.
[10] Keller, J. M. (1987). Development and use of the ARCS model of instructional design. JOURNAL OF INSTRUCTIONAL DEVELOPMENT, vol. 10, pp. 2–10.
[11] Lee, W. J., Huang, C. W., Wu, C. J., Huang, S. T., & Chen, G. D. (2012). The Effects of Using Embodied Interactions to Improve Learning Performance. International Conference on Advanced Learning Technologies.
[12] Marilyn M. Lombardi, (2007).Authentic Learning for the 21st Century: An Overview, Educause Learning Initiative, vol. 1, pp. 1–7
[13] Mayer, B., & Harris, C. (2010). Libraries got game aligned learning through modern board games. AMERICAN LIBRARY ASSOCIATION: CHICAGO.
[14] Piper, A.M., O’Brien, E., Morris, M.R., and Winograd, T. (2005) SIDES: A Collaborative Tabletop Computer Game for Social Skills Development. Stanford Univ.: Technical Report.
46
[15] Ray, B., & Seely, C. (2008). Fluency through TPR Storytelling: Achieving Real Language Acquisition in School, Berkeley. CA: Command Performance Language Institute.
[16] Selvidge, E. (2006). Journey to Egypt: A board game. Montessori Life, 18(4), 36-39.
[17] Squire, K. (2005). Changing the game: What happens when videogames enter the classroom?. Innovate 1(6).
[18] Squire, K. (2007). Games, learning, and society: Building a field. Educational Technology, 4(5), 51-54.
[19] Villalta, M. (2011).Design guidelines for Classroom Multiplayer Presential Games (CMPG), Journal Computers & Education,57(3)
[20] Zagal, J.P., Rick, J. & Hsi, I. (2006). Collaborative games: Lessons learned from board games. Simulation & Gaming, 37(1), 24–40.
[21] http://www.talking-island.com/
|
[Endnote RIS 格式]
[相關文章]
[文章引用]
[完整記錄]
[館藏目錄]
[檢視]
plurk
funp
live
udn
HD
myshare
netvibes
friend
youpush
delicious
baidu
Google bookmarks
del.icio.us
hemidemi
facebook
twitter
google
reddit