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題名:資訊科技融入教學之教學設計與方法內容分析研究
作者:吳婉菁
作者(外文):WU,WAN-CHING
校院名稱:國立高雄師範大學
系所名稱:工業科技教育學系
指導教授:朱耀明
學位類別:博士
出版日期:2016
主題關鍵詞:資訊科技融入教學教學設計教學方法內容分析Information Technology Integrated InstructionalInstruction DesignInstruction MethodContent Analysis
原始連結:連回原系統網址new window
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資訊科技融入教學對於學生的學習成效未趨一致、因連結關係不夠清楚等問題而有所爭議。故可借重客觀的資訊科技融入教學之教學研究領域協助歸納釐清與統整系統化教學設計的關係。因此,本研究運用內容分析,針對WoS資料庫,探究「資訊科技融入教學」2012~2016年間英文研究期刊所涵蓋的資訊科技融入教學之教學促進學習成效的教學設計及教學方法。
研究發現在分析的論文期刊中,超過一半並無法清楚說明教學目標,且多強調在記憶與瞭解的認知歷程;資訊科技已普遍融入到各個科目;教學評量的描述不夠具體缺乏說服力,評量的結果超過七成並無回饋提供教學的修正,也導致資訊融入教學之成學習效未趨一致。運用資訊融入教學的教學設計建議應妥適的規劃評量方法與工具,並將評量結果回饋到教學設計。教學方法的描述分析中發現大多強調教學活動前的設計規劃,而缺乏對教學中與教學後資訊融入的運用,教學策略多數納入社會建構主義。研究建議實施資訊科技融入教學之前思考具體可行之教學設計。
Whether the information-technology-attached teaching has positive effects on students’ learning does not achieve consistent recognition or is not considered having clear connection in between, thus creating controversies among people with different viewpoints. Therefore, through objective studies on teaching attached with information technology, the paper summarizes, clarifies and integrally systematizes its connection with the Instruction Design. Using content analysis and focusing on WoS database, the paper investigates the design and methods of “teaching attached with the information technology” shown in the research papers published in English journals and periodicals from 2012 to 2016 since this teaching way appeared to have brought positive effects on learning.
The paper found that in the analyzed research papers of different journals and periodicals, over half of them could not clearly specify the teaching goals, and most of them emphasized the cognitive processes of memorization and understanding. Nowadays information technology has been commonly attached to different subjects. Those papers did not have concrete description on assessment of teaching, and lacked convincing narration. According to the assessment results, over 70% of the studies did not have feedbacks or provide corrective suggestions to teaching, thus leading to inconsistent viewpoints on the effects of Information Technology Integrated Instructional on learning. The paper suggests that the design in attaching information technology to teaching should possess appropriate assessment methods and tools, and the assessment results should be reflected to the Instruction Design. As to description and analysis of Instruction Method, the paper found that most of them emphasized the design and planning before teaching activities, without mentioning the use of information during teaching and after teaching; and their teaching strategies were mostly related to social constructivism. The study suggests that before implementation of attaching information technology to teaching, concrete and feasible Instruction Design should be considered.
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