:::

詳目顯示

回上一頁
題名:教學設計理論與模式的評析及應用:以師院社會科教材教法為例
作者:李宗薇 引用關係
作者(外文):Li, Tzong-wei
校院名稱:國立臺灣師範大學
系所名稱:教育研究所
指導教授:黃光雄
簡茂發
學位類別:博士
出版日期:2000
主題關鍵詞:教學設計社會科教材教法教學設計理論教學模式行動省思instructional designsocail studies materials and methodsinstructional design theoryinstructional modelreflective teaching
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(8) 博士論文(3) 專書(0) 專書論文(1)
  • 排除自我引用排除自我引用:8
  • 共同引用共同引用:0
  • 點閱點閱:36
本研究旨在透過教學設計、行動省思之文獻探討與評析,發展行動省思之教學設計,並實際應用於師院「社會科教材教法」課程中,以了解教學設計理論模式之實施成效。
為達研究目的,研究先進行相關文獻之探討,包括教學設計之理論依據、教學設計理論、教學設計模式、社會科國小社會科及師資培育等方面。並訪談國小教師、師院學生及學者專家。根據上述所得,研究者擬出蘊含行動省思理念之社會科教材教法之教學設計,並實際應用於教學。
教過一學期之教學,受教之大三學生四十一人皆認為此課程之實施有助於同學對該科之學習,也能認同本科之教學架構、目標、實施與評量方式;學習歷程中作業雖較他科多,但收穫也相對的豐碩。研究的結論如下:
1. 教學設計的義涵在提升教學成效。
2. 教學設計理論的特性為處方性質;教學設計模式則針對特定對象與脈絡。
3. 研擬兩階段之教學設計方案為實踐行動省思之社會科教材教法之依據。
4. 與提供觀摩及試教之國小未能建立更理想之夥伴關係。
5. 應用行動省思之社會科教材教法能帶來較佳之學習歷程與結果。
6. 影響教學成效之因素甚多,有待深入研究。
根據上述結論,研究者對教育行政主管單位、師資培育機構、研究者自我改進三方面提出下列建議:
一、教育主管單位
1. 從鉅觀層級的教學設計重新思考中小學教育學程。
2. 推動行動省思之師資培育方式。
二、師資培育機構
1. 進行學校層級的教學設計以利課程銜接。
2. 加強「教材教法」教師之教學設計知能。
3. 重視教學的日常活動與師生的交互作用。
4. 透過制度與中小學建立夥伴關係。
三、研究者自我改進
1. 作業安排應考慮師生負荷。
2. 後續研究可安排學生指導與應用網路以協助學習者。
The purpose of this dissertation is to design and implement the course of social studies materials and methods in National Taipei Teachers College, and to explore the possibility and limitation of instructional design. Before designing the framework of the course and implementing, author did thorough literature review on the following core concepts: instructional design theory , instructional models, social studies in elementary schools and teacher preparation programs to clarify the meaning of key concepts. Author uses in-depth interview with scholars, elementary school teachers, and students to gather more first hand field information.
The research takes a year and ten month to finish, and the actual application or implementation time is about four months (a semester). After the implementation, the forty-one junior students who took the course feel satisfactory, and agree on the goal , activities and evaluation of the course, which is designed by the researcher. The only complaint is the study load, students think they spent too much time in homework and preparation of student teaching, though the outcome is pretty good. The conclusion of this research is as follow:
1. The essence of instructional design can enhance the effectiveness of teaching.
2. The characteristics of instructional design theory is prescriptive, while the instructional design model is for specific target learner and context.
3. The framework of this research is based on the” reflection in action” of the social studies materials and methods, and is two-stage.
4. Establishing the partnership relationship with elementary school, which offers
student teaching opportunities.
5. Using reflection-directed social studies materials and methods will have better
learning process and outcome
6. Research on teaching effective involves many factors, and it needs further study.
Based on the above conclusion, author makes following suggestions to administrative agencies of education, teacher preparation program and research‘s self-improvement:
1. From the angle of macro-level instructional design, Department of Education should redesign the teacher preparation program.
2. DOE should introduce reflective in action paradigm of teacher preparation program.
3. The teacher preparation agency should Implement the school-based instructional design to facilitate the connection of the curriculum.
4. School boards and leaders should enhance the instructional design capability of teachers.
5. Through reward system, teacher preparation agencies establish the partnership relationship with elementary school.
6. Researcher should redesign the homework and assignments for the students.
7. Researcher can consider web-site possibilities for follow-up study.
參考文獻
一、中文部份
國北師院(民87):第77次行政會議主席報告。北師院刊,42 期,頁62。
朱則剛(民80):系統法則教學發展理念初探。視聽教育雙月刊,32,1-20。
朱則剛(民83):教育工學的發展與派典演化。台北:師大書苑。new window
朱則剛(民89):教育傳播與科技。台北:師大書苑。
呂金燮(民88):認知的穩定感對兒童後設認知表現的影響。國北師院學報,new window
12,55-88。
呂愛珍(民82):國民小學社會科課程與教材。台北:五南。
吳知賢(民82):電視與兒童。高雄:復文。new window
吳幸宜譯(民83):學習理論與教學應用。台北:心理出版社。
吳明清(民80):教育研究。台北:五南。
吳麗君(民89):毀/誨人不倦:師範院校潛在課程之個案研究。海峽兩岸高等教
育改革與發展研討會,國立台灣師範大學,89年5 月。
李文瑞(民80):教學科技在學校教育中扮演的角色。視聽教育雙月刊,33,
1-8。
李明芬(民88):開展中的論辯。課程與教學季刊,2(4),139-144。
李宗薇(民80):教學媒體與教育工學。台北:師大書苑。
李宗薇(民82):師院「社會科教學研究」課程應用教學設計之實驗研究。台北:
師大書苑。
李宗薇(民85):教學策略及其在社會科的應用。第七屆師院論文發表會,臺東
師院主辦,八十五年十一月。
李宗薇(民86):教學科技觀點的轉折對社會科教學的影響。教學科技與媒體,32,3-13。new window
李宗薇(民86):教育研究客觀性的現象學分析。台北師院學報,10,1-22。
李宗薇(民87)。教學評鑑在師院教學的運用。台北師院學報,11,23-50。
李宗薇、丁一顧、戴秀玲、葉興華(民89)。國小審定本教科書社會科之評鑑。載於歐用生、黃政傑召集,國小審定本評鑑報告(pp.131-180)。台北:中華民國課程與教學學會。
李福登(民88)。三明治教學法在技職教育學習效果之驗證。技職司主編:技職
教育的回顧與前瞻(299-305)。台北:教育部技職司。
李銘愛(民78)。少年法律常識。台北:國語日報出版部。
林寶山(民77)。教學原理。台北:五南。
林清山(民78)。布魯納的教學理論。載於黃光雄主編:教學原理(59-70)。台
北:師大書苑。
林清山譯(民80)。教育心理學─認知取向。R. E. Mayer原著。台北:遠流。
岳修平譯(民87)。教學心理學─學習的認知基礎。台北:遠流。
唐潤鈿(民81)。生活法律故事。台北:國語日報出版社。
高教簡訊(民87)。大學退學率統計。85,7。
高薰芳、徐新逸(民88):教育科技在大學之應用-淡江大學經驗之分享。載於施
冠慨主編:教學科技與教育革新(29-53)。
孫志麟(民89):師資培育教育的反思。八十九年五月三日國北師院初教系專題演講
(一)綱要。
教育部(民82):國民小學課程標準。台北:教育部編印。
教育部(民89):教育部電算中心網頁內容。//www.edu.tw/moecc.index.htm
黃光雄(民78):教學的一般模式。載於黃光雄主編:教學原理(71-80)。台北:師大書苑。
黃俊傑(民84):當前大學通識教育的實踐及其展望。全國大學通識教育研討會
發表之論文,國立中央大學、中華民國通識教育學會主辦。84年4月。
黃政傑(民80)。課程設計。台北:東華。
黃政傑(民86)。課程改革的理念與實踐。台北:漢文。new window
黃政傑、黃炳煌(民88)。社會亂象是否適合納入學校教材。載於黃政傑主編:台灣教改1999下篇。台北:漢文。
黃炳煌(民85)。課程改革。台北:心理出版社。
黃炳煌(民85)。教育改革:理念策略與措施。台北:心理出版社。
黃瑞琴(民80)。質的教育研究方法。台北:心理出版社。
陳奎熹(民87)。學校組織與學校文化。載於陳奎熹主編:現代教育社會學(119- 131)。台北:師大書苑。
陳舜芬、丁志仁、洪儷瑜(民85)。師資培育與教師進修制度的檢討。教育研究所輯刊,37,40-100。
陳麗華、王鳳敏譯(民85)。美國社會科課程標準。台北:教育部編印。
曾雪娥(民77)。國小社會科教學參考資料彙集。台北市:市政府教育局編印。
張玉成(民81)。英國小學社會科課程之分析。台北:三民書局。
湯維玲(民85)。反省取向的師資培育學程研究。國立台灣師範大學教育研究所new window
博士論文。(未出版)
溫威廉、李宗薇(民88)。教學科技的觀念與議題。課程與教學季刊,2(4),1-8。new window
蔡克容(民86)。學習評鑑。載於黃政傑主編:教學原理。225-301頁,台北:師
大書苑。
賈馥茗(民72)。教育概論。台北:五南。
賈馥茗(民87)。教育的本質。台北:五南。
賈馥茗(民88)。人格教育學。台北:五南。
鄭昭明(民76)。認知心理學與學研究。載於國立臺灣師範大學教育系主編:教
學研究專集(pp.55-83)。台北:南宏。
錢正之(民88)。教育理論演進對CAI設計與教學的影響-以科學教育為例。課new window
程與教學季刊,2(4),27-42。
歐用生(民80)。國民小學社會科教學研究。台北:師大書苑。
盧雪梅(民80)。教學理論:學習心裡學的取向。台北:心理出版社。
饒見維(民85)。教師專業發展-理論與實務。台北:五南。
二、英文部份
AECT Task Force. (1977). Educational technology: Definition and glossary of terms.
Washington, DC: Association for Educational Communications and Technology.
Adler, M.(1982).The Paedeia proposal: An educational manifesto. NY: Macmillan.
American Heritage Dictionary (1985). Boston, MA : Houghton Mifflin.
Andrew, D., & Goodson L. A.(1980). A comparative analysis of models of instructional design. Journal of Instruction Development, 4, 2-16.
Armeneto, B. J.(1996). Research on teaching social studies, In L.W. Anderson (Ed.),
International Encyclopedia of teaching and teacher education (2nd ed.). London: Pergamon.
Armento, B.(1990). Teacher behaviors related to student achievement on a social
studies concept contest. Journal of Teacher Education, 38(2), 46-52.
Atwood, V.A.(1988). Elementary social studies: Research as a guide
to practice. Washington, D.C.: National Council for the Social
Studies.
Belmont, J.M.(1989). Cognitive strategies and strategic learning.
American Psychologist, 2,142-148.
Biggs, J. (1994), What are effective schools? - Lessons from east and west.
Australia Educational Researcher, 21(1), 19-40.
Booth, D. W., & Stiegelbauer, S. M. (1996). Teaching teachers. Hamilton,
Ontario: Caliburn Enterprises Inc.
Briggs, L.J.(1980). Thirty years of instructional design. Educational Technology, 20(2), 45-50.
Brophy, J. (1999). The warrant for constructivist practice within educational
technology. Educational Technology Research & Development, 47(4), 5-26.
Brown, J.S. Collins, A.,& Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher,18, 32-41.
Buehl, D. & Hein, D.(1988). Guidelines in social studies. Madison,
WI: Madison Metropolitan School District.
California State Department of Education (1989). Social studies framework for California public schools. Sacramento, CA: California State Dept. of Education (ED 120 079).
Coveney, R. (1997). Managing change in educational institutions. In B.
Somekh & N. Davis, (Eds.), Using information technology effectively
in teaching and learning. London: Routledge.
Chi, M.T., Feltovich, P.J., & Glaser, R.(1981). Categorization and
representation of physics problems by experts and novices. Cognitive Science, 5,121-152.
Clark, C.M. (1980). The hidden world of teaching: Implications of research
on teacher planning. East Lansing, MI: Michigan State University.
Clark, R..M.(1994).Media and method. Educational Technology Research and
Development, 42(3), 7-10.
Cognition and Technology Group at Vanderbilt(1992). The Jasper Series as an example of anchored in situation. Educational Technology, 31, 34-40.
Cognition and Technology Group at Vanderbilt (1994). Designing learning environments that support learning. In T.M Duffy, J. Lowyck & D.H. Jonassen (Eds.), Designing environments for constructive learning (pp.9-36). Berlin: springer-verlag.
Cognition and Technology Group at Vanderbilt (1994). Most environments for
accelerating literacy development. In S. Vosniadou ; E. D. Corte , R. Glaser, & H. Mandl (Eds.) , International perspectives on the design of technology- supported learning environments. Mahwah , N J: Lawrence Erlbaum Associates.
Cole, M., & Cole, S.P.(1989). The development of children. New York: Scientific American Books.
Cronbach, L. (1969). Research for tomorrow''''s schools: Disciplined inquiry for education. NY: Macmillan.
Department of Education (1998). Information technology in public schools: Current status. Washington D.C.: Department of Education.
Dewey, J.(1974). John Dewey on education: Selected writings. (R. D. Archambault, ed.) Chicago: University of Chicago Press.
Dhananajan, G.(1999). Teacher in Technology age: Reeducating & training teachers. Keynote speech of APEC Education Forum, Dec. 1, 1999, Montreal, Canada.
Dick,W.(1996). The Dick and Carey model: Will it survive the decade?
Educational Technology Research and Development, 44(3), 55-63.
Dictionary of Education (1987).
Donmoyer, R. (1997). Introduction : Refocusing on learning. Educational Researcher, 26( 1), 4-34.
Downey, M.T., & Levstik, L.S.(1989). Teaching and learning: The research base.
Social Education, 52, 336-342.
Driscoll, M.P. & Dick, W. (1999). New research paradigms in instructional
technologoy: An inquiry. Educational Technology Research &
Development, 47(2), 7-18.
Duffy, G., & Roehler, L.A. (1988). Why strategy instruction is so
Difficult and what we need to do about it. In McCormick, Miller & Preslley, (Eds.), Cognition and instruction. 133-157.
Duffy,T. M. & Cunningham, D.J.(1996). Constructivism: Implication for the
design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook
of research for educational communications and technology. (pp.170-198). NY: Macmillan.
Ehrmann, S. C., & Balestri, D. P. (1992). Learning to design, designing
to learn: Using technology to transform the curriculum. Washington:
Taylor & Francis.
Eslinger, M. & Superka, D. (1992). Teachers. In I. Morrissett (Ed.),Social
studies in the 1980s. Alexandria,VA:Associate for Supervision and
Curriculum Development.
Eraut,M.R.(1985). Defining educational objectives. N.Y.: Macmillan
Fontana, A. & Frey, J. H. (1994). Interviewing: The art of science. In N. K. Denzin
& Y. S. Lincoln (eds.), Handbook of qualitative research (pp361-376). Thousand Oaks, CA: Sage.
Fullan, M. & Hargreaves, A. (1994). The teacher as a person. In A. Pollard & J.
Bourne, (Eds.), Teaching & learning in the primary school. (pp.67-72). London:
Routledge.
Fullan, M. (1996). The role of leadership in transforming colleges of education. In
D. Thiessen (Ed.), The role of the dean in colleges of education. Columbus, OH: Urban Network for Improving Teacher Education (UNITE).
Gagne, R.M.(1985). The condition of learning. New York: Holt,Rinehart,
& Winston.
Gagne, R M., Briggs,L.J. & Wager,W.W.(1992). Principles of instructional
design. New York: Holt, Rinehart & Winston.
Gentry (1995). Educational Technology: A question of meaning. In G.J.
Anglin (ED.), Instructional technology:Past, present and future.(pp.1-10)
Englewood, CO: Libraries Unlimited.
Goh, Chok Tong (2000). Education - Meeting the challenge of globalization.
Opening address at the 2nd APEC Education Ministers'''' Meeting. April 6, 2000.
Singapore.
Goodlad, J. (1984). A place called school . N.Y.: McGraw-Hill.
Goodlad, J.(1994). Education Renewal. San Francisco: Jossey-Bass.
Green, K. (1999). The federal role in cultivating teachers'''' ICTs skills in U.S.A
A report presented in APEC Education Forum, Dec. 2, 1999. Toronto, Canada.
Habermas, J.(1968). Knowledge and human interests. Boston: Beacon Press.
Hannafin, R.. (1999). Introduction to special issue on instructional technology and
teacher education. Education Technology Research & Development, 47 ,4, 27-28.
Heinich, R., Molenda,M., & Russell,J. (1992). Instructional design and
the new technology of instruction. New York: Macmillan.
Henderson, J. G. (1996). Reflective teaching. Englewood Cliffs, NJ: Prentice-Hall.
Holmes Group(1990). Tomorrow''''s schools: Principles for the design of
professional development schools. East Lansing, MI: Holmes Group.
Jarolimek,J. & Parker, W.C. (1993). Social studies in elementary education. NY : Macmillan.
Johnson, K.A.(1989). Instructional design: New alternative for effective
education & training. New York: Macmillan.
Keller, F. S. (1996). Good-bye, Teacher. In D. P. Ely & T. Plomp (Eds.). Classic writings on instructional technology. Englewood, CO: Libraries Unlimited, pp185-197.
Kemp, J.E., Morrison,G.R. & Ross,S.M.(1998). Designing effective
instruction.(2nd ed.) Upper Saddle River, NJ: Macmillan.
Knapol,B. (1994). Critical pedagogy: An introduction. Westport, CT:
Bergin & Garvey.
Knupfer, N. & McLellan, H. C. (1996). Descriptive research methodologies. In D.
H. Jonassen (Ed.), Handbook of research for educational communications and technology.(pp1196-1212). NY: Macmillan.
KQED(1999). The manual of fall ITV program. San Francisco, CA : KQED
Lakoff, G. (1987). Women, fire, and dangerous things. Chicago: University of Chicago Press.
Landa, L. N.(1983). The algo-heuristic theory of instruction. In C.
M. Reigeluth (Ed.), Instructional-design theories and models: An
overview of their current status. Hillsdale, NJ: Lawrence Erlbaum
Associates.
Lipman, M.(1995). Critical thinking- what can it be? In A. C. Ornstein & L. S. Behar(Eds), Contemporary issues in curriculum(pp.145-152). Boston: Allyn & Bacon.
Lockwood,A.L.(1996). Controversial Issues: The teacher''''s crucial role. Social Education, 60(1),28-31.
Lynton, E. (1985). Universities in crisis. Unpublished memorandum.
Boston.
Martorella, P. H.(1991).Teaching social studies in middle and secondary schools. New York: Macmillan Publishing Company.
Mauer, M. & Davidson G. S. (1998). Leadership in instructional technology. Upper Saddle River, NJ: Prentice Hall.
Mayer, R. E.(1996). Feedback. In L.W. Anderson (Ed.), International
encyclopedia of teaching and teacher education. New York: Pergamon.
Mayer,R.E.(1999).Designing instruction for constructivist learning . In C. M.
Reigeluth(Eds),Instructional-design theories and models (pp.141-159).
Mahwah , NJ: Lawrence Erlbaum Associates.
Merrill, M.D.(1994). Instructional design theory. Englewood Cliffs, NJ: Educational
Technology Publications.
McGowan, T.M., Erickson, C & Newfeld, J.A.(1996). Telling the story of citizenship. Social Education, 60 (4), 203-207.
Mckeachie, W.J.(1988). The need for study strategy training. In. C. E.
Weinstein, E.T. Goetz, & P.A. Alexander(Eds.), Learning and study
strategies, 1-22. San Diego, CA: Academic Press.
Messick, R. G., & Chapin, J. R. (1989). Using data in elementary social studies
program. Washington, D. C. : NCSS.
Michealis, J.U. & Garcia, J.(1996). Social studies for children(11th ed.). Boston: Allyn & Bacon.
Molenda,M.(1990).A philosophical critique of the claims of “constructivism”. Educational Technology, 31,44-48.
Morgan,P.(1987).Planning for instructional systems . In R.M. Gagne(ed.),
Instructional technology foundations. Hillsdale, NJ: Lawrence Erlbaum Associates.
National Association for the Education of Young Children (1986). Position statement on developmentally appropriate practice in childhood programs. Young Children, sep, 4-19.
National Council for the Social Studies(1992). Essentials of the social studies. Washington, DC: NCSS.
National Council for the Social Studies (1992). Standards for the preparation of social studies teacher. Social Education, 56(5), 271-274.
Neumann, W. L. (1997). Social research methods: Qualitative and quanti-
tative approaches. Needham Heights, MA: Allyn & Bacon.
Ornstein, A. C. & Hunkins, F.(1993). Curriculum-foundations, principles,
and issues. Boston: Allyn & Bacon.
Parker, W. & Jarolimek, J. (1997). Social studies in elementary education (10th ed). Upper
Saddle River, NJ: Merrill.
Pinar, W.F.(1994). Autobiography, politics and sexuality: Essays in
curriculum theory (1972-1992). New York: Peter Lang Publishing.
Pollard, A. (1996). An Introduction to primary education. NY:Cassell.
Posner, G. J. (1992). Analyzing the curriculum. New York: McGraw-Hill.
Pratt, D. (1994). Curriculum design and development. Fort Worth,TX: Harcourt Brace.
Reigeluth,C.M., Leshin,C.B., & Pollock, J. P. (1992).Instructional
strategies and tactics. Englewood, NJ: Educational Technology Publications.
Reigeluth, C.M. (1997). Instructional theory, practitioner needs, and new
directions: Some reflections. Educational Technology, 37(1), 42-47.
Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C.M. Reigeluth (Ed.), Instructional-design theories and models—A new paradigm of instructional theory. Vol.II (pp1-29). Mahwah, NJ: Lawrence Erlbaum Associates.
Renshaw, P. & Brown, R. A. (1997). Learning partnerships: The role of teachers in a community of learners. In L Logan & J. Sachs (Eds.), Meeting the challenges of primary schooling.(pp200-211). London: Routledge.
Resnick, M. (1996). Toward a practice of "Constructional Design". In L. Schauble & R. Glaser(Eds.), Innovation in Learning(pp.161-174). Mahwah, NJ: Lawrence Erlbaum Associates.
Rice, M.J.(1978).What can children learn in geography? Trends in social Education, 26-30.
Richey, R. C.(1997). Research on instructional development. Educational Technology Research and Development, 45(3), 91-100.
Richey, R. C.(1998). The pursuit of useable knowledge in instructional technology. Educational Technology Research and Development, 46(4), 7-22.
Ross, D. D. (1990). Programmatic structures for the preparation of reflective teachers. In R. T. Clift, W. Rovert , & M.C. Pugach (Eds.), Encouraging reflective practice in education: An analysis of issues and programs. New York: Teachers College Press.
Ross, S. M. & Morrison, G. R. (1997). Measurement and evaluation approaches in
instructional design: Historical roots and current perspectives. (PP327-351). In
R. D. Tennyson; F. Schott; N. Seels & S. Dijkstra (Eds.), Instructional design
(Vol. 1). Mahwah, NJ: LEA.
Rummelhart, D. E. & Norman, D. A. (1978). Accretion, tuning, and restructuring: Three modes of learning. In J.W. Cotton & R.L. Klatzky (Eds.), Semantic factors in cognition (pp.37-53). Hillsdale, NJ: LEA.
Saettler , P. (1990). The evolution of American educational technology. Englewood, CO: Libraries Unlimited.
Schauble, L. & Glaser, R. (1996). Innovation in learning: New environment for education.
Schön, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass Publisher.
Shrock, S.(1995). A brief history of instructional development. In G. Anglin(Ed.), Instructional technology. Englewood, CO: Libraries Unlimited, Inc.
Schug, M.C., Todd, R.J., & Berry, R.(1988).Why kids don''''t like social studies. Social Education, 48, 382-387.
Seels, B. & Glasgow, Z. (1998). Making instructional design decisions
(2nd Ed.). Upper Saddle River, NJ: Prentice-Hall.
Simon, H. A. (1969). The science of the artificial. Cambridge, MA: MIT Press.
Sirohi, V. (1999). Web-based interactive simulator for rotating
machinery, Educational media international, 36(3), 179-184.
Skeel,D.J. (1995). Elementary social studies. Orlando, FL.: Harcourt Brace
Company.
Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1996). Every child,
every school success for all. London: Corwin.
Smith, P.L.& Ragan, T.J. (1993). Instructional design. New York:
Macmillan.
Stake,R.E.(1994). Case studies. In N.K. Denzin, & Y.S. Lincoln (Eds.), Handbook of qualitative research(pp.236-261). Thousand Oaks, CA: Sage.
Stanley, W. B. (1985). Review of research, in social studies education: 1976-1983.
Washington, D. C. : National Council for Social Studies.
Tennyson, R.D (1992). An educational learning theory for instructional design. Educational Technology, 32(1), 36-41.
Tennyson, R.D., & Schott, F. (1997).Instructional design theory, research, and models. In R.D. Tennyson, F. Schott. Seel & S. Dijkstra (Eds.), Instructional Design: International Perspectives.Vol.1, (pp.1-16). Mahwah, NJ: Lawrence Erllbaum Associates.
Vygotsky, L.S.(1978). Mind in society. Cambridge, MA: Harvard University.
Webster Dictionary (1991). New York: Random House.
Wegner,G.(1996). The NCSS curriculum standard. Social Education, 60(2),
83-86.
Wellamn, K. M. & Lispon D. P.(1992).The child’s theory of mind. Cambridge,
MA:The MIT Press.
West, C., Farmer, J. A., & Wolff, P.M. (1991). Instructional design: Implication from cognitive science. Englewood Cliffs, NJ: Prentice Hall.
Whitaker, P. (1997). Primary schools and the future: Celebration,
challenges and choices. Buckingham, UK: Open University Press.
??Williams, M.D. (1999). Integrating technology into teaching and learning:
Concepts and applications.
Winn, W. (1993). A constructivist critique of the assumptions of instructional design.
In T.M.Duffy, J.Lowyck,& D.H. Jonassen (Eds.), Designing environment of
constructive learning. Berlin: Springer-Verlag.
Woods, P., Jeffrey, G., Troman, G. ,& Boyle, M. (1997). Restructuring schools, re-
structuring teachers : Responding to change in the primary school.
Buckingham, UK: Open University Press.
Yin, R. K.(1989). Case study research. 2nded. Beverly Hills, CA: Sage.
Zeicher K. M. & Liston D. P.(1990).Tradition of reform in U.S. teacher
education. Journal of Teacher Education, 41(2),3-20.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE