:::

詳目顯示

回上一頁
題名:中等學校旅遊實務素養導向課程設計與教學實施
作者:祁憶蔚
作者(外文):CHI, YI-WEI
校院名稱:國立臺北科技大學
系所名稱:技術及職業教育研究所
指導教授:劉曉芬
學位類別:博士
出版日期:2023
主題關鍵詞:餐旅群課程設計素養導向資訊科技融入教學行動研究Hospitality GroupCourse DesignCompetency-BasedInformation Technology Integrated into InstructionAction Research
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(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:3
科技蓬勃發展一直不斷地改變現代人的生活模式,學校教育也同樣受到影響與衝擊。為此,世界各國在21世紀的教育改革中皆推行素養教育,我國教育部亦於2019年正式實施《108課綱》,期望學生能經由教師的素養導向教學習得關鍵素養,讓他們能夠解決生活中面臨的各種問題。
本研究之研究目的為探討「中等學校旅遊實務素養導向課程設計與教學實施」,研究者以餐旅群部定科目旅遊實務為主,並應用BOPPPS教學模式進行素養導向課程設計和教學實施。本研究採取行動研究取向,並採用訪談法和觀察法等研究方法,經由計畫、行動、反思、修正等一連串的循環歷程後,獲得以下研究結論:一、在教學設計方面,應用BOPPPS教學模式能夠將教師的教學設計轉換成以學生為中心、由教師自行設計的素養導向課程較能符合不同環境背景之學生特質和需求。二、在教學歷程方面,小組合作學習、資訊科技融入教學、參與式學習活動和多元評量等教學方式更適合內隱素養的學習。三、在行動反思方面,素養導向教材需要持續編修以符合每屆學生特質和需求、以教師立意方式進行同質分組比隨機分組更能提升小組組員參與率。
最後,本研究依據課程設計、教學實施與行動反思的結果對主管機關、學校、教師及未來研究者提出建議,期能提供政策規劃及未來其他課程實施素養導向教學之參考。
Our society and daily lives continually mold out of technology today. So do schools and educations. Therefore, most countries around the world are promoting competency-based education in the 21st-century education reform. The Ministry of Education of Taiwan (MOE) officially implemented “108 Curriculum Guidelines” (the so-called Master Framework for the 12-year Basic Education Curriculum Guidelines) in 2019 as well. It is expected that students can learn core competencies and know how to solve the problems they face during their daily life through teachers’ competency-based teaching practice.
The main purpose of this study aims to explore “the competency-based course design and teaching practice of travel agency practice in post-secondary school.” The researcher focuses on the course of travel agency practice of hospitality group and applies BOPPPS teaching model to develop competency-based instructional design and teaching practice. This study follows an action research approach with interview method and observation method. After the processes of an action research, including planning, action, reflection and revision, the following conclusions can be drawn. Firstly, in the aspect of instructional design, the BOPPPS model can help teachers develop student-centered instructional designs; the competency-based instructional design can meet the needs of students in different contexts. Secondly, in the aspect of teaching practice, group collaborative learning, information technology integrated into instruction, participatory learning activities and multiple assessments are more suitable for implicit competencies learning; competency-based teaching materials are revised continuously to meet the needs of students from time to time. Thirdly, in the aspect of reflections from the teaching practice, homogeneous grouping by teachers’ intentions can increase the participation rate of group members more than random grouping.
Finally, based on the results of course design, teaching practice and action reflection, this study offers suggestions to the authorities, schools, teachers, and future researchers, hoping to provide further references for policy planning and the implementation of competency-based teaching in other courses in the future.
參考文獻

壹、中文部分
akane (2019)。《無私珍愛-教師調查》108課綱正式啟動 八成教師還沒準備好。金車文教基金會。取自https://kingcar.org.tw/survey/500882
Bono, E. (2015)。打開狄波諾的思考工具箱:從「水平思考」到「六頂思考帽」,有效收割點子的發想技巧(附水平思考技巧整理、水平思考運用筆記、收割檢查表、構想處理檢查表)。(許瑞宋譯)。時報出版。(原著出版於2015)。
CITE (2021)。促進學生探究與知識建構的成功課程設計。香港大學教育應用資訊科技發展研究中心。取自http://kb-pedagogies.cite.hku.hk/assessing.php?lang=tc
Coleman, A. (2022)。談話的好處。Work Hong Kong。取自https://www.regus.hk/work-hongkong/zh-hk/why-its-good-to-talk/
Dewey, J. (2019)。杜威的三十二堂課:胡適口譯,百年前演講精華。(胡適譯;初版)。網路與書出版。(原著出版於1973)。
ETEACHER編譯中心 (2021)。中小學網路素養與認知。取自https://eteacher.edu.tw/Article.aspx?id=2986
Ericsson, A. K., & Pool, R. (2017)。刻意練習:原創者全面解析,比天賦更關鍵的學習法 (陳繪茹譯;初版)。方智。(原著出版於2016)

Gagné, R. M., Wager, W. W., Golas, K. C. & Keller, J.M. (2007)。學習導向的課程設計原理。(郭聰貴、周伶瑛、鄭麗娟 林麗娟、吳佳蕙譯;5版)。Thomson。(原著出版於2004)。
Lin, I. (2022)。Z世代消費力興起,影音行銷當道。UR BenQ。取自https://urbenq.com/2022/01/23/2022%E8%B6%A8%E5%8B%A2-z-%E4%B8%96%E4%BB%A3%E6%B6%88%E8%B2%BB%E5%8A%9B%E8%88%88%E8%B5%B7%EF%BC%8C%E5%BD%B1%E9%9F%B3%E8%A1%8C%E9%8A%B7%E7%95%B6%E9%81%93/
Krengel, M. (2017)。世界名校高材生的會讀會玩學習法。(彭菲菲譯;初版)。商周出版。(原著出版於2012)。
佐藤學 (2012)。學習的革命:從教室出發的改革 (黃郁倫、鐘啟泉譯;初版)。天下。(原著出版於2006)。
中小學師資課程教學與評量協作中心 (2018)。素養導向教師培力協作規劃。十二年國教新課綱專案推動辦公室。擷取自https://ws.moe.edu.tw/001/Upload/23/relfile/8059/61357/a6a64aa9-524c-4fda-a122-13d0a3e8b7e3.pdf
中華民國教育部 (2020)。終身學習的教師圖像。取自http://www.edu.nutn.edu.tw/gac610/upload/120200327092050.pdf
天睿 (2018)。岡斯基教育改革獲聯邦政府支持或明年施行。大紀元。取自https://www.epochtimes.com/b5/18/4/30/n10348575.htm
方語真 (2022)。3個重點讓你看懂素養導向教學。恆素養。取自https://hengsuyang.tingmao.com.tw/article/inside/bd64eecb-2fed-11ec-8b7b-000c2904464e#
王一芝 (2019)。108課綱新趨勢:全球教改都在推「素養」,台灣做對了嗎?。天下雜誌。取自https://www.cw.com.tw/article/5097553
王永福 (2019)。教學的技術。商周出版。
王秀槐 (2008)。課程改革中的教師專業成長。中等教育,59(3),28-41。
王金國 (2016)。期許重視「課程設計」。臺灣教育評論月刊,5 (2),71-75。
王政忠 (2017)。為何「翻轉教育」各界讚好,卻讓他憂心忡忡?偏鄉教師道出最真實的觀察…。風傳媒。取自https://www.storm.mg/lifestyle/234062?page=1
王榮春 (2020)。N世代來了!找工作,先從認識自己開始。獨立評論。取自https://opinion.cw.com.tw/blog/profile/466/article/9589
王嘉陵 (2003)。從Giroux的批判教育學觀點反省課程改革中的教師角色。教育研究資訊,11(3),3-21。
未來Family (2018)。看懂新課綱關鍵字:素養,是什麼?怎麼學?。未來Family。取自https://www.gvm.com.tw/article/44131
史美瑤 (2012)。21世紀的教學:以「學生學習為中心」的教師發展。取自 https://ctld.ntu.edu.tw/fd/teaching_resource/page1-1_detail。php?bgid=1&gid=1&nid=525
任宗浩 (2020)。素養導向評量。國家教育研究院電子報。取自https://epaper.naer.edu.tw/edm.php?grp_no=2&edm_no=166&content_no=2941
成露茜、羊憶蓉 (1997)。從澳洲「關鍵能力」探討臺灣的「能力本位教育」。社教雙月刊,78,17-21。
朱元隆 (2018)。素養導向教學與評量的跨系統協作。課程協作與實施第二輯。取自 https://ws.moe.edu.tw/001/Upload/23/relfile/8006/56789/b3c18d76-83d7-4f64-a41f-f941dedaf767.pdf
朱敬先 (1998)。教學心理學。五南。
行政院新聞傳播處 (2021)。推動「班班有網路 生生用平板」蘇揆:減少城鄉差距 邁向公平優質教育。行政院。取自: https://www.ey.gov.tw/Page/9277F759E41CCD91/cbd8a8d2-e1fc-45b3-b0bf-9fe416bb3847
何敏華、張竣堯 (2015)。研究癮!? Enjoy! ─高中生小論文研究之推廣與實施。臺北市第十六屆中小學及幼稚園教育專業創新與行動研究。取自http://www.ttsh.tp.edu.tw/ftp/20150830124323.pdf
何琦瑜、賓靜蓀、張瀞文 (2012)。十二年國教新挑戰,搶救無動力世代。親子天下。取自https://chungshan2010.pixnet.net/blog/post/44648173-%E3%80%90%E5%8D%81%E4%BA%8C%E5%B9%B4%E5%9C%8B%E6%95%99%E6%96%B0%E6%8C%91%E6%88%B0%E3%80%91%E6%90%B6%E6%95%91%E3%80%8C%E7%84%A1%E5%8B%95%E5%8A%9B%E4%B8%96%E4%BB%A3%E3%80%8D
余民寧 (2022)。教育測驗與評量:成就測驗與教學評量(第四版)。心理。
吳苔綺,林希展 (2019)。品牌經營必知的六個千禧世代特質。DDG電子報。取自https://www.ddg.com.tw/archives/journal/millennials_characteristics
吳純萍(2013)。提升數位原生代創意產出能力的3C導向教學策略。高熏芳主編,數位原生的學習與教學,157-175。高等教育。
吳清山 (2012)。學校教育典範的轉移。國家教育研究院電子報。取自https://epaper.naer.edu.tw/edm.php?grp_no=1&edm_no=44&content_no=1215
吳清山 (2018)。素養導向教師教育內涵建構及實施之研究。教育科學研究期刊,63(4), 261-293。
吳璧純 (1997)。建構主義取向的教學—師生交互猜測、相互成長的活動。教育資料與研究,18,17-20。
吳璧純 (2017)。素養導向教學之學習評量。臺灣教育評論月刊,6(3),30-34。
吳璧純、詹志禹 (2018)。從能力本位到素養導向教育的演進、發展及反思。教育研究與發展期刊,14(2),35-64。
技術及職業教育政策綱領 (2021)。取自https://ws.moe.edu.tw/001/Upload/3/relfile/6315/52872/8e95fa4b-84a9-4656-938b-1a8de94cf5e2.pdf
李世亮 (2009)。知識工作任務導向之知識建構的自我協調與心智模式形成研究。〔未出版之碩士論文〕。臺灣師範大學。
李京諭 (2017)。新加坡教育成為世界冠軍,是花20年做對這5件事。親子天下雜誌。取自https://flipedu。parenting。com。tw/article/3441
李佳綺 (2019)。21世紀必備「5C」能力!科技時代孩子的成功關鍵。恆素養。取自https://medium.com/%E6%81%86%E7%B4%A0%E9%A4%8A-%E5%A4%A7%E7%A2%A9%E6%95%99%E8%82%B2/21%E4%B8%96%E7%B4%80%E5%BF%85%E5%82%99-5c-%E8%83%BD%E5%8A%9B-%E7%A7%91%E6%8A%80%E6%99%82%E4%BB%A3%E5%AD%A9%E5%AD%90%E7%9A%84%E6%88%90%E5%8A%9F%E9%97%9C%E9%8D%B5-264e0c7491
李佳蓉 (2017)。從知識移轉觀論 TPACK 之不足。臺灣教育評論月刊,6(1), 141-148。
李紋霞、陳冠宇、陳一帆 (2012)。有效教學結構:BOPPPS 模組。國立臺灣大學教學資源網。取自http://ctld.ntu.edu.tw/_epaper/news_detail。php?f_s_num=96
李涵鈺 (2014)。科技是發展還是阻礙學生學習?—「國際認知負荷理論工作坊」側寫。國家教育研究院電子報。取自https://epaper。naer。edu。tw/edm。php?grp_no=1&edm_no=92&content_no=2263
李開復 (2006)。做21世紀的人才。聯經出版公司。
李雅筑 (2015)。幫老師實現理想 共備社群遍地開花。遠見雜誌。取自https://www.gvm.com.tw/article/20750
李麗君 (2006)。檢視師資生教學信念與其實施之方案實施與成效。國立臺北教育大學學報,19(1),39-62。取自https://academic.ntue.edu.tw/ezfiles/7/1007/img/41/19-1-2.pdf
沈連魁、劉從國 (2007)。教師教學信念意涵之探討。中正體育季刊,1-11。
周珮儀、鍾怡靜 (2013)。聯合國教育科學文化組織教科書研究與教科書修訂指引。教科書研究,6(1),143-154。
林于仙 (2012)。新世紀華人教育之挑戰–以培育創造力為例。國家教育研究院電子報。取自https://epaper.naer.edu.tw/edm.php?grp_no=7&edm_no=35&content_no=940
林竹芸 (2019)。波士頓管顧調查:還沒畢業,知識已被淘汰,做中學才是關鍵能力。親子天下。取自https://www.parenting.com.tw/article/5078913
林志成 (2019)。新課綱上路 8成老師還沒準備好。中國時報。取自https://www.chinatimes.com/newspapers/20190927000657-260114?chdtv
林俊成 (2021)。簡報心理學:突破大腦陷阱!以4P步驟+LDS法則,抓住聽眾思維的攻心術。精誠資訊。
林哲立 (2017)。深化學習-數位化趨勢下教與學的願景。國家教育研究院電子報。擷取自https://epaper.naer.edu.tw/edm php?grp_no=2&edm_no=160&content_no=2847
林進材 (1999)。教學理論與方法。五南。
林進材 (2004)。教學原理。五南。
林維真 (2023)。課程設計。國家教育研究院樂詞網。取自http://terms.naer.edu.tw/detail/56362cd08544968b3391a8371b707473/?seq=4
邱韻如 (2018)。108課綱之素養的英文與科學史的脈絡。物理教育學刊,19(2),41-46。
施懿珊 (2002)。國小一年級教師對生活教科書內容屬性意見之研究。〔未出版之碩士論文〕。臺中師範學院。
柞磨昭孝 (2019)。主動學習和 ICE 模型的使用。Benesse貝內斯教育綜合研究所。取自https://berd.benesse.jp/special/manabucolumn/classmake1_1。php
柯志恩、黃盈傑、黃一庭 (2013)。數位原生的學習與教學。高等教育。
洪詠善 (2018)。素養導向教學的界定、轉化與實施。課程協作與實施第二輯。取自https://ws.moe.edu.tw/001/Upload/23/relfile/8006/56789/b3c18d76-83d7-4f64-a41f-f941dedaf767.pdf
洪詠善、范信賢 (2015)。同行~走進十二年國民基本教育課程綱要。國家教育研究院。
孫敏芝 (2006)。實習教師學科教學知識之探討:課程設計與教學實務。教育研究與發展期刊,2(2),67-92。
秦葆琦 (2017)。十二年國教的素養導向教學與多元評量。取自http://enable.plps.tp.edu.tw/en/uploads/tad_uploader/tmp/74/20170913_12years.pdf
國家教育研究院 (2023)。核心素養。樂詞網。取自
https://terms.naer.edu.tw/search/?query_term=competency&query_field=title&query_op=&match_type=phrase&filter_bool=and&filter_term=%2712%E5%B9%B4%E5%9C%8B%E6%B0%91%E5%9F%BA%E6%9C%AC%E6%95%99%E8%82%B2%E8%AA%B2%E7%A8%8B%E7%B6%B1%E8%A6%81%E7%B8%BD%E7%B6%B1%E5
國家教育研究院 (2018)。素養導向教學與評量的界定、轉化與實施之說明。教育部全球資訊網。取自https://ws.moe.edu.tw/001/Upload/23/relfile/8059/56214/bb0fc79d-a7c7-4d7e-b03a-9d14bdb59011.pdf
國家發展委員會 (2021a)。110-112重點產業人才供需調查及推估。取自https://aa100.chihlee.edu.tw/var/file/2/1002/img/801/117040843.pdf
國家發展委員會 (2021b)。109年國家數位發展研究報告。國家發展委員會。取自https://ws.ndc.gov.tw/Download.ashx?u=LzAwMS9hZG1pbmlzdHJhdG9yLzEwL2NrZmlsZS9mOTlhZmMxYy02MzViLTQ0ODctOTI1ZS1jN2Q3YWU4OGM4ODgucGRm&n=5ZyL5a625pW45L2N55m85bGV56CU56m25aCx5ZGKKOWFrOWRiueJiCkucGRm&icon=.pdf
國家發展委員會 (2021c)。未來3年重點產業人才調查及推估。產業人力供需網。取自 https://theme.ndc.gov.tw/manpower/Content_List.aspx?n=C18D75289A0D07E3
張新仁 (2020)。「一舉兩得:教學與研究共生」教學實施與研究—從研究到發表。取自https://ufo-edu.web2.ncku.edu.tw/p/16-1116-193363.php?Lang=zh-tw
張新仁、王金國、田耐青、汪履維、林美惠、黃永和 (2013)。分組合作學習教學手冊。教育部國民及國前教育署。
張翠園、 盧希鵬、 羅天一 (2019)。有效教學結構BOPPPS 應用於服裝設計教學之研究。課程與教學季刊,22(4),97~122。
張慧心 (2019)。數位原生代VS網路移民,數位代溝如何解?。大家健康。取自https://healthforall.com.tw/?action=article_in&id=4689
教育部 (2014a)。中小學數位輔助學科閱讀計畫執行介紹。取自https://www.kdps.tp.edu.tw/mainnews/attach/20171110--8d696f4da473bd0546861d0f559d23d6_41335900A00_ATTCH1.pdf
教育部 (2014b)。十二年國民基本教育課程綱要總綱。教育部。
教育部 (2018a)。十二年國民基本教育技術型高級中等學校群科課程綱要-餐旅群。取自 https://www.k12ea.gov.tw/files/class_schema/%E8%AA%B2%E7%B6%B1/27-%E9%A4%90%E6%97%85%E7%BE%A4/%E5%8D%81%E4%BA%8C%E5%B9%B4%E5%9C%8B%E6%B0%91%E5%9F%BA%E6%9C%AC%E6%95%99%E8%82%B2%E6%8A%80%E8%A1%93%E5%9E%8B%E9%AB%98%E7%B4%9A%E4%B8%AD%E7%AD%89%E5%AD%B8%E6%A0%A
教育部 (2018b)。面對未來的能力:素養導向教學教戰守冊。教育部。
教育部 (2021)。110學年學校基本概況統計結果提要分析。教育部統計處。取自: https://stats.moe.gov.tw/files/analysis/110_all_level-1.pdf
教育部國語辭典 (2022)。理念。教育部國語辭典,取自https://dict.revised.moe.edu.tw/dictView.jsp?ID=61967&word=%E7%90%86%E5%BF%B5
教育部學前及國民教育署 (2017)。十二年國民基本教育課程總綱宣講。教育部學前及國民教育署。
符碧真 (2012)。設計一堂精采的課程:善用教學曲線安排教學流程。國立臺灣大學教學資源網。取自https://ctld.ntu.edu.tw/fd/teaching_resource/page1-1_detail.php?bgid=1&gid=8&nid=457
莊福泰 (2017)。教學現場。親子天下。取自https://flipedu.parenting.com.tw/article/4112
許民忠 (2020a)。21世紀教師專業特質與能力─新加坡。國家教育研究院電子報。取自 https://epaper.naer.edu.tw/edm.php?grp_no=6&edm_no=42&content_no=1155
許民忠 (2020b)。新加坡教師專業成長新模式。國家教育研究院電子報。取自https://epaper.naer.edu.tw/edm.php?grp_no=7&edm_no=62&content_no=1689
陳正治、劉嘉茹、蘇明俊 (2015)。輪站式可攜式學習積分對科學合作學習持續力維持之研究。亞太科學教育論壇,pp. 1-12。
陳伯璋、盧美貴 (2014)。另類學校課程美學實施的反思。教育研究月刊,241,34-52。
陳佩英 (2018)。跨領域素養導向課程設計工作坊之構思與實施。課程研究,13 (2), 21-42。
陳芸慧 (2006)。建構主義理論之探討。網路社會學通訊期刊,53。
陳冠伶 (2018)。台灣Z世代的5A觀察。動腦新聞。取自https://www.brain.com.tw/news/articlecontent?ID=47181
陳映璇 (2021)。未來教育大變革?線上教學席捲全球,大學校時代來了!。數位時代。取自https://www.bnext.com.tw/article/60780/education-university-global-generation-december
陳秋雯 (2003)。從資訊科技功能論建構教學方案的規畫原則。資訊社會研究,5,261-281。
陳俊魁 (2016)。社群媒體、遊戲化學習之培訓趨勢分享。人事月刊,370,51-58。
陳淑敏 (2005)。幼兒遊戲。心理。
傅秉康 (2013)。波蘭尼的默會認識理論對教學理論的貢獻。文化研究@嶺南。取自https://commons.ln.edu.hk/cgi/viewcontent。cgi?referer=https://www.google.com/&httpsredir=1&article=1415&context=mcsln
場地家 (2020)。該怎麼辦一場成功的活動?場地家SpaceAdvisor教你辦出好活動。創業小聚。取自https://meet.bnext.com.tw/blog/view/17119?
彭慰 (1995)。觀察法Observational Method。圖書館學與資訊科學大辭典。取自http://terms.naer.edu.tw/detail/1679442/
曾多聞 (2018)。數位化如何改變大腦的閱讀與理解功能。親子天下。取自https://www.parenting.com.tw/article/5077801
黃子瓔 (2010)。從3R到4C:淺談21世紀能力的發展與趨勢。數位典藏與學習電子報。取自: https://webcache.googleusercontent.com/search?q=cache:2FpFRuCeeDwJ:https://newsletter.teldap.tw/news/NewsContent.php%3Fnid%3D4112%26lid%3D466+&cd=1&hl=zh-TW&ct=clnk&gl=tw
黃光雄、蔡清田 (1999)。課程設計-理論與實際。五南。
黃光雄、蔡清田 (2015)。課程發展與設計新論。五南。
黃建榮 (2018)。【春風化雨】讓生命不一樣,為夢想而學習!。想想論壇。取自https://www.thinkingtaiwan.com/content/6809
黃政傑 (1998) 建立優良的教科書審定制度。課程與教學季刊,1(1), 1-16。
黃國彥 (2000)。參與觀察研究。教育大辭書。取自http://terms.naer.edu.tw/detail/1309184/
黃淑玲 (2011)。以研究證據為基礎之多媒體學習理論:劍橋多媒體學習手冊之分析。 課程研究,6 (1),113-119。
黃淑惠 (2013)。歷史課程設計:多科、科技及超學科統整課程。國教新知,60(2), 66-71。
黃嬿 (2021)。採用機器人沒有藉口,疫情後人類工作更不保。科技新報。取自https://technews.tw/2021/02/18/robots-deploy-faster-will-replace-human-jobs/
黃寶園 (2006)。心理教育與研究法。華立圖書。
傅秉康 (2013)。波蘭尼的默會認識理論對教學理論的貢獻。文化研究@嶺南。取自https://commons.ln.edu.hk/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1415&context=mcsln
趙宥寧 (2020)。把素養變教學內容教師難跟上。聯合報。取自https://udn.com/news/story/121690/4959681
楊俊鴻 (2018)。世界各國國定課程中的核心素養:以日本、韓國與新加坡為例。中等教育,69(2),21-39。
楊國賜、林志鴻、陳國華、方顥璇 (2002)。教育與未來。國立空中大學。
葉乃靜 (2012a)。典範轉移。圖書館學與資訊科學大辭典。取自http://terms.naer.edu.tw/detail/1679330/
葉乃靜 (2012b)。訪談法。國家教育研究院。取自https://terms.naer.edu.tw/detail/1678709/
葉重新 (2017)。教育研究法(第三版)。心理出版。
詹志禹 (2017)。維持學習動機別依賴獎賞。親子天下。取自https://www.parenting.com.tw/article/5075442
詹Zeno (2019)。萃取歐美教育「素養」的新課綱,台灣家長準備好了嗎?關鍵評論。取自https://www.thenewslens.com/article/116997
雷迪 (2016)。學術資本主義:大學職能的衝突與調適。中國社會科學網。取自https://read01.com/oMDOMj.html
廖珮妏 (2015)。從量化與質化研究信效度探討社會科學領域的研究品質。中華科技大學學報,62,60-88。
熊玠非 (2017)。8個關鍵字,快速掌握Z世代。Cheers雜誌。取自https://www.cheers.com.tw/article/article。action?id=5084366
甄曉蘭 (2004)。課程理論與實務-解構與重建。高等教育。
甄曉蘭、曾志華 (1997)。建構教學理念的興起與應用。國民教育研究所學報,3, 179-208。
賈馥茗、侯致遠 (2023)。遊戲。國家教育研究院樂詞網。取自https://terms.naer.edu.tw/detail/2ae6734bb92825ac597683751f884431/?startswith=zh&seq=10
齊藤颯人 (2021)。「電通年輕人研究部」給Z世代畫像。走進日本。取自 https://www.nippon.com/hk/japan-topics/g01069/?pnum=1
劉揚銘 (2011)。水平思考的技術:為什麼他想到的,我想不到?經理人。取自https://www.managertoday.com.tw/articles/view/2700
劉源俊 (2020)。正本清源說素養。臺灣教育評論月刊,9(1),13-19。
劉遠楨、吳佳娣 (2014)。校長科技化課程領導—行動學習的成功之鑰。教師天地,193,34-37。
潘淑滿 (2003)。質性研究:理論與應用。心理出版社。
蔡立勳 (2019)。第一線教師的質疑:「素養」定義好抽象,教育部到底希望怎麼教?。天下雜誌。取自https://www.cw.com.tw/article/5097543
蔡東鐘 (2015)。電子教科書與傳統教科書對學習影響分析。教科書研究,8(2),39-72。
蔡淇華 (2018)。108課綱來襲,學校的「生活情境」準備好了嗎?。親子天下。取自https://flipedu.parenting.com.tw/article/4852
蔡清田 (2011)。行動研究的理論與實施。T&D飛訊,118,1-20。
蔡清田 (2020)。教育行動研究新論。台北市:五南。
蔡瑞君 (2020)。消失或加劇的社會距離?新型冠狀病毒疫情下課程與教學數位化面臨的挑戰與契機。課程研究,15(1),35-51。取自 http://www.edubook.com.tw/OAtw/File/PDf/418180.pdf
蔡銘修、陳振元 (2014)。情境模擬於數位學習之重要性:著重學生該做什麼。取自https://ace.moe.edu.tw/events_file/seminar_2014/0202.pdf
鄭世仁 (2000)。教科書。雙語詞彙、學術名詞暨辭書資訊網。取自https://terms.naer.edu.tw/detail/1309809/
鄭芬蘭 (2000)。能力。國家教育研究院雙語詞彙、學術名詞暨辭書資訊網。取自https://terms.naer.edu.tw/detail/1308730/?index=1
賴阿福 (2014)。資訊科技融入創新教學之教學策略與模式。國教新知,61(4),28-45。
親子天下 (2017)。愈來愈多的智慧教室,讓學生更分心還是更專心?。親子天下。取自https://flipedu.parenting.com.tw/article/4123.
聯合報 (2020)。台灣教改為什麼總失敗。聯合報。取自https://udn.com/newmedia/2020/12-years-education/
鍾蔚起 (2005)。教育文化全球化。劉金源等編著。全球化社會現象,35-71。中山大學。
魏麗敏 (2018)。106學年度精進師資素質計畫綜合活動素養導向教材教法研發與實施計畫方案成果報告。國立台中教育大學。
魏麗敏 (2000)。雙碼理論 (Dual-Code Theory)。國家教育研究院雙語詞彙、學術名詞暨辭書資訊網。取自https://terms.naer.edu.tw/detail/1315257/
羅希哲、蔡慧音、曾國鴻 (2011)。高中女生STEM 網路專題式合作學習之研究。高雄師大學報:自然科學與科技類,30,41-61。
羅梅英 (2019)。108課綱新制上路不慌張解答家長9大疑問。未來Family。取自https://futureparenting.cwgv.com.tw/family/content/index/14654
蘇品樺 (2008)。學前教師運用坊間教材之研究。〔未出版之碩士論文〕。國立政治大學。


貳、英文部分
Amire, R. (2022). The top 5 things millennials want in the workplace in 2022. Great place to work. Retrieved from https://www,greatplacetowork,com/resources/blog/top-5-things-millennials-want-in-the-workplace-in-2022?utm_campaign=2022,07,li,bw,millennials,day-of&utm_medium=email&utm_source=oneoff&utm_content=day-of&utm_term=20220718&utm_audience=all&mkt_tok=NTIwLUFPT
Avison, D., Lau, F., Myer, M., & Nielson, P.A. (1999). Action research. Potral-the ACM digital library. Retreived from https://dl.acm.org/doi/fullHtml/10.1145/291469.291479
Barkley, E. (2010). Student engagement techniques: a handbook for college faculty. Jossey-Bass.
Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day. International Society for Technology in Education.
Berinato, S. & Duarte, N. (2017). Good Charts for Persuasive Presentations: How to Use the Best Data Visualizations for Great Presentations. Harvard Business Press.
Bohns, V. (2017). A face-to-face request is 34 times more successful than an email. Harvard Business Review. Retrieved from https://hbr.org/2017/04/a-face-to-face-request-is-34-times-more-successful-than-an-email
BOPPPS Model for Lesson Planning (2022). Teaching Support Center. Retrieved from https://www.queensu.ca/teachingandlearning/modules/active/18_boppps_model_for_lesson_planning.html
Bonwell, C.C., & Eison, J.A. (1991). Active learning:creating excitement in the classroom. ASHE-ERIC Higher Education Report No.1. The George Washington University.
Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Jossey-Bass.
Bubak, O. (2019). A bottom-up drive to transform tertiary teaching. Universaty affaires Affaires universities. Retrieved from https://www,universityaffairs,ca/career-advice/career-advice-article/exploring-a-bottom-up-drive-to-transform-tertiary-teaching/?utm_source=Academica+Top+Ten&utm_campaign=e0d97ce719-EMAIL_CAMPAIGN_2019_02_28_07_44&utm_medium=email&utm_term=0_b4928536cf-e0
Bush, G.W. (2006). American Competitiveness Initiative:president's letter. The White House. Retrieved from https://georgewbush-whitehouse.archives.gov/stateoftheunion/2006/aci/index.html
Butowski, L. (2011). Tourism - An academic discipline. Tourism, 21, pp. 1-2. Retrieved from file;//mac/Home/Downloads/v10106-011-0002-8.pdf
Bybee, R.W., Taylor, J.A., Gardner, A., Scotter, V.P., Powell, C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model; origins and effectiveness. BSCS. Retrieved from https://bscs.org/reports/the-bscs-5e-instructional-model-origins-and-effectiveness/
CAST (2022). CAST. Retrieved from https://www,cast,org/impact/universal-design-for-learning-udl
Center for teaching execllence (2017). Lesson planning. Teaching @ SMU. Retrieved from https://cte,smu,edu,sg/approach-teaching/integrated-design/lesson-planning
Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In: P. Jackson (Ed.),Handbook of curriculum (pp. 363–461). Macmillan
Clark, C.M., & Peeterson, P.L. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). Macmillan.
Coomey, M., & Stephenson, J. (2001). Online learning; it is all about dialogue, involvement, support and control-according to the research. Teaching & Learning Online: Pedagogies for New Technologies, pp. 37-54, Routledge.
Cornu, B. (2011). Digital natives; how do they learn? how to teach them? policy brief. UNESCO Institute for Information Technologies in Education.
Cui, H. (2019). Application and exploration of BOPPPS model in oral Chinese teaching as a foreign language. International Education Studies. Retrieved from https://files.eric.ed.gov/fulltext/EJ1235858.pdf
Dale, E. (1969). Audiovisual Methods in Teaching. Dryden Press.
Davis, B. (1993). Tools for teaching. Jossey-Bass.
Dawson, D., Meadows, K., Oslen, K., McIntyre, G.,Borin, P., & Britnell, J. (2014). The impact of the Instructional Skills Workshop on faculty approaches to teaching. Higher Education Quality Council of Ontario. Retrieved from https://heqco.ca/pub/the-impact-of-the-instructional-skills-workshop-on-faculty-approaches-to-teaching/
Densen, P. (2011). Challenges and opportunities facing medical education. Transactions of the Amercan Clinical and Climatological Association, 122, pp. 48-58.
Department for Education and Skills (2003). 21st century skills: realising our potential. GOV.UK. Retrieved from https://www,gov,uk/government/publications/21st-century-skills-realising-our-potential-individuals-employers-nation
Drew, C. (2022). Collaborative vs cooperative learning – similarities & differences. HelpfulProfessor.com. Retrieved from https://helpfulprofessor.com/collaborative-vs-cooperative/
Edmonds et al. (1994). A conceptual framework for comparing instructional design models. Educational Research and Technology, 42(2), pp. 55-72.
Eisner, E.W. (1985). The educational imagination: on the design and evaluation of school program. Macmillan.
Fenrich, P., & Johnson, R. (2016). Instructional skills workshops: a model for training professors how to teach. Research Highlights in Education and Science. Retrieved from https://www.uebad.org/books/RHES_08-05-2019.pdf#page=14
Frey, C. B., & Osborne, M. A. (2013). The future of employment: how susceptible are jobs to computerisations? Retrieved from https://www,oxfordmartin,ox,ac,uk/downloads/academic/The_Future_of_Employment,pdf
Fostaty Young, S. (2005). Teaching, learning, and assessment in higher education: using ICE to improve student learning. In the proceedings of the Improving Student Learning Symposium, 13, pp. 105-115. Imperial College.
Gagné, R.M., Wager, W.W., Golas, K.C., & Keller, J.M. (2005). Principles of instructional design 5th ed. Thomson/Wadsworth.
Gee, J.P. (2003). What video games have to teach us about learning and literacy. Palgrave Macmillan.
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: the dynamics of science and research in contemporary societies. SAGE.
Gremmen, M,C., van den Berg, Y.H.M., Segers, E., & Cillessen, A.H.N. (2016). Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs. ResearchGate. Retrieved from https://www,researchgate,net/publication/311363766_Considerations_for_classroom_seating_arrangements_and_the_role_of_teacher_characteristics_and_beliefs
Harapnuik, D. (2020). Engaging synchronous collaboration with BOPPPS. It's About Learning: Creating Significant Learning Environments. Retrieved from https://www.harapnuik.org/?p=8372
Huitt, W. (2003). A transactional framework of the teaching/learning process: A summary. Educational Psychology Interactive. Valdosta State University. Retrieved from http://www.edpsycinteractive.org/materials/mdltlp.html
Jafari, J., & Ritchie, J.R.B. (1981). Toward a framework for tourism education: Problems and prospects. Annals of Tourism Research, (8)1, pp. 13-34.
Jukes, I., & Dosaj, A. (2006). Understanding digital children teaching & learning in the new digital landscape. Retrieved from http://jayneturner,pbworks,com/f/Jukes+-+Understanding+Digital+Kids,pdf
Kelion, L. (2018). AI 'poses less risk to jobs than feared' says OECD. BBC News. Retrieved from https://www,bbc,com/news/technology-43618620
Kemp, J.E. (1985). The instructional design process. Harper & Row.
Kerr, A. (2006). The business and cultuof digital games-gamework/gameplay. SAGE.
Khadjooi,K., Rostami, K. & Ishaq, S. (2011). How to use Gagne's model of instructional design in teaching psychomotor skills. Gastroenterol Hepatol Bed Bench, 4(3), pp. 116-119.
Kimura & Tatsuno (2017). Advancing 21st century competencies in Japan. ASIA SOCIETY The Center for Global Education. Retrieved from https://asiasociety,org/files/21st-century-competencies-japan,pdf
King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), pp. 30-35.
Lai, K.W., & Hong, K.S. (2015). Technology use and learning characteristics of students in higher education: do generational differences exist? British Journal of Educational Technology, 46( 4), pp. 725-738.
Liu, Z.M. (2005) Reading behavior in the digital environment: changes in reading behavior over the past ten years. Journal of Documentation, 61(6), pp. 700-712.
Macpherson, A. (2011). The Instructional Skills Workshop as a Transformative Learning Process. Ph.D. (Simon Fraser University.), Burnaby, Canada. Instructional Skills Workshop Network. Retrieved from https://wiki,ubc,ca/images/1/17/ISWasTransformativeThesis111117,pdf
Masters, J. (1995). The history of action research. Retrieved from http://www.fionawangstudio.com/ddcontent/Web/action_research/readings/Masters_1995_history%20of%20action%20research.pdf
Marsh, P.A. (2007). What is known about student learning outcomes and how does it relate to the scholarship of teaching and learning? International Journal of Scholarship of Teaching and Learning, 1(2), Retrieved from https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1058&context=ij-sotl
Mayer, E.R. (2001). Multimedia learning. Cambridge University Press.
McCorskey, J.C., McVetta, R.W. (1978). Classroom seating arrangements: instructional communication theory versus student preferences.. Communication Education, 27, pp. 99-111.
McIlrath, D., & Huitt, W. (1995). The teaching/learning process: a discussion of models. Valdosta State University.
Merrill, M.D., Drake, L., Lacy, M.J., & Pratt, J. (1996). Reclaiming instructional design. Educational Technology, 36(5), pp. 5-7.
Molenda, M. (2003). In search of the elusive ADDIE Model. Performance improvement, 42 (5), pp. 34–37.
Obama, B. (2011). Remarks by the President in State of Union Address. The White House. Retreived from https://obamawhitehouse.archives.gov/the-press-office/2011/01/25/remarks-president-state-union-address
OECD (2001). Definition and selection of competencies: theoretical and conceptual fundations. Retrieved from https://www.oecd.org/education/skills-beyond-school/41529556.pdf
OECD (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS. Retrieved from https://www.oecd.org/berlin/43541655.pdf
OECD (2014). Competency framwork. Retrieved from https://www.oecd.org/careers/competency_framework_en.pdf
OECD (2016). Education 2030: Key competencies for the future. Retrieved from https://www.oecd.org/education/2030/E2030-CONCEPTUAL-FRAMEWORK-KEY-COMPETENCIES-FOR-2030.pdf
OECD (2019). Conceptual learning framework: Transformative competencies for 2030. Retrieved from https://www.oecd.org/education/2030-project/teaching-and-learning/learning/transformative-competencies/Transformative_Competencies_for_2030_concept_note.pdf
OECD (2022). OECD Future of Education and Skills 2030. Retrieved from https://www,oecd,org/education/2030-project/about/
Orakci, S. (2020). Paradigm shifts in 21st century teaching and learning. IGI Global.
Oxford Languages (2023). game. Google . Retreived from https://languages.oup.com/google-dictionary-en/
Parkinson, M. (2007). Do-it-Yourself billion dollar business graphics: 3 fast and easy steps to turn your text and ideas into graphics that sell. Innovative Research Methods. Retrieved from https://innovativeresearchmethods,org/wp-content/uploads/2020/10/The-Power-of-Visual-Communication_Parkinson,pdf
Pattison, P., & Day, R. (2006). Instructional skills workshop handbook for participants. Retrieved from https://www.algonquincollege.com/profres/files/2013/11/Instructional-Skills-Workshop-ISW-Handbook-for-Participants.pdf
Piter, E., Hubbell, E.R., & Kuhn, M. (2012). Using technology with classroom instruction that works 2nd edition. McREL.
Prensky, M. (2001). Digital game-based learning. McGraw-Hill.
Prensky, M. (2002). The motivation of gameplay or, the real 21st century learning revolution. On the Horizon, 10(1), pp. 5-11.
Prensky, M. (2003). Escape from planet jar-gon or, what video games have to teach academics about teaching and writing; a review of what video games have to teach us about learning and literacy by James Paul Gee. The Horizon, 11(3). Restrieved from http://www.marcprensky.com/writing/Prensky%20-%20Review%20of%20James%20Paul%20Gee%20Book.pdf
Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), pp. 8-13.
Prensky, M. (2010). Teaching digital natives; partnering for real learning. SAGE.
Reeves, A.R. (2011). Where great teaching begins; planning for student thiking and learning. ASCD Retrieved from http://www.ascd.org/publications/books/111023/chapters/Instructional-Design@-Who-and-What-Is-It-For%C2%A2.aspx
Robinson, K. (2011). Out of our minds: learning to be creative. Capstone Ltd.
Rose, C.P., & Nicholl, M.J. (1998). Accelerated Learning for the 21st Century: The Six-Step Plan to Unlock Your Master-Mind. Dell Pub Co.
Rosen, D.L. (2010). Rewired: understanding the iGeneration and the way they learn. Palgrave Macmillan.
Roussou, M. (2004). Learning by doing and learning through play: an exploration of interactivity in virtual environments for children. ACM Computers in Entertainment. Retrieved from https://www,researchgate,net/profile/Maria-Roussou-2/publication/220686326_Learning_by_doing_and_learning_through_play_An_exploration_of_interactivity_in_virtual_environments_for_children/links/0c9605192924df0fd4000000/Learning-by-doing-and-learning-throu
Scardamalia, M., & Bereiter, C. (1989). Computer-supported intentional learning environment. Journal of Educational Computing Research, 5(1), pp. 51-68.
Scheerens, J., & Bosker, R. J. (1997). The Foundations of Educational Effectiveness. Pergamon.
Sheldon, P.J., Fesenmaier, D.R., & Tribe, J. (2011). The tourism education futures initiative (TEFI): activating change in tourism education. Journal of Teaching in Travel & Tourism , 11(1), pp. 2-23.
Singh, A.P., & Dangmei,J. (2016). Understanding the generation Z; the future workforce. South-Asian Journal of Multidisciplinary Studies. Retrieved from https://www.researchgate.net/publication/305280948_UNDERSTANDING_THE_GENERATION_Z_THE_FUTURE_WORKFORCE
Tapscott, D. (2008). Grown Up Digital: How the Net Generation is Changing Your World. McGraw Hill Professional.
Tie, Y.C., Birks, M.; & Francis, K. (2019). Grounded theory research: a design framework for novice researchers. SAGE Open Med. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6318722/
Thompson, P. (2013). The digital natives as learners: technology use patterns and approaches to learning. Computers & Education, 65, pp. 12-23. Retrieved from file:///Users/chi7365/Downloads/The_digital_natives_as_learners_Technolo,pdf
Tourism (2018). Collins Dictionary. Retrieved from https://www.collinsdictionary.com/dictionary/english/tourism
Tribe, J. (1997). The indiscipline of tourism. Annals of Tourism Research, (24)3, pp. 638-657.
Tribe, J., & Liburd, J.J. (2016). The tourism knowledge system. Annals of Tourism Research, 57, pp. 44-61.
United Nations (2020). Policy Brief:Education during COVID-19 and beyond. United Nations. Retrieved from https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
Urry, J. (1995). Consuming Places. Taylor & Francis.
Villa, D., & Dorsey, J. (2017). Gen Z white paper–the state of gen Z™ 2017 national research study. The Center for Generational Kinetics. Retrieved from https://genhq.com/gen-z-2017-research-white-paper/
Wang, S. H. (2012). Applying a 3D situational virtual learning environment to the real world business-an extended research in marketing. British Journal of Educational Technology, 43(3), pp. 411-427.
Whitby, A. (2020). Who first said: if you want to go fast, go alone; if you want to go far, go together? Retrieved from https://andrewwhitby,com/2020/12/25/if-you-want-to-go-fast/
Wiggins, G.P., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. ASCD.


 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關書籍
 
無相關著作
 
QR Code
QRCODE