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題名：以流程概念構圖為鷹架之學習策略建立技職院校旅運管理資訊系統之專業技能學習模式
書刊名：數位學習科技期刊
作者：陳志文／朱蕙君
作者(外文)：Chen, Chih-wen／Chu, Hui-chun
出版日期：2015
卷期：7:1
頁次：頁59-72
主題關鍵詞：技職訓練；流程概念構圖；旅運管理；鷹架；Technical and vocational training；Flow process concept mapping；Travel management；Scaffolding
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:146
  • 點閱點閱:36
現今技職業教育的目標除了積極培養學生具備實作技能之外，也十分重視學生的思考力及創造力之多元發展。教師如能充分利用協助學生建構知識的電腦心智工具進行教學與設計合適的學習活動，可提高學生在技職教育與實作的學習成效。為了調整適合旅運技職教育的需求，本研究將概念構圖改為具備旅運流程設計要領之流程概念構圖。並以北部某技術學院旅運管理學系所教授「旅運管理資訊系統」之專業科目為例，由負責該專業科目教學教師繪製概念構圖，再訪談具旅行社經驗專業人士閱讀教師之概念構圖之心得。在本研究中建置一套以概念構圖為學習鷹架之學習模式，協助教師進行專業學科有效的教學及學生有效的學習。由教師扮演鷹架支持者，運用電腦化概念構圖的教學模式，搭配實務旅運業的旅運管理學習系統，藉由旅運業設計流程學習活動的設計，將概念構圖設計為流程概念構圖，搭配學習系統的功能來營造旅運管理學習活動，協助學生將經驗結構化，以建立有效與組織化的學習方式。
In addition to train hands-on skills actively, our objectives are more emphasis on students thinking and creativity with diversified development in todays technical and vocational education. We believe with utilize the mental tools fully, the teachers who adopt appropriate teaching strategies, the students learning will be more active and effective. In this study, the teacher will build up a scaffolding learning model as a learning tools to assist in teaching the course “Travel Management Information System” more efficiently and effectively in this vocational course. Through the use of concept mapping of the mental tools, the teacher can act as a scaffolding supporter and by using the instructional design, teaching methods and teaching strategies in order to create an effective learning environment.
期刊論文
1.Hwang, G.-J.、Shi, Y.-R.、Chu, H.-C.(2011)。A concept map approach to developing collaborative mindtools for context-aware ubiquitous learning。British Journal of Educational Technology，42(5)，778-789。  new window
2.Chu, H. C.、Hwang, G. J.、Huang, Y. M.(2010)。An enhanced learning diagnosis model based on concept effect relationships with multiple knowledge levels。Innovations in Education and Teaching International，47(1)，53-67。  new window
3.李堅萍(2001)。技能領域教學目標分類之比較研究。屏東師院學報，14，675-710。new window  延伸查詢new window
4.Chu, H.-C.、Hwang, G.-J.、Liang, Y.-R.(2014)。A cooperative computerized concept mapping approach to improving students' learning performance in web-based information-seeking activities。Journal of Computers in Education，1(1)，19-33。  new window
5.Hung, P.-H.、Hwang, G.-J.、Su, I.-H.、Lin, I.-H.(2012)。A concept-map integrated dynamic assessment system for improving ecology observation competences in mobile learning activities。Turkish Online Journal of Educational Technology，11(1)，10-19。  new window
6.Hwang, Gwo-Jen、Kuo, Fan-Ray、Chen, Nian-Shing、Ho, Hsueh-Ju(2014)。Effects of an integrated concept mapping and web-based problem-solving approach on students' learning achievements, perceptions and cognitive loads。Computers and Education，71，77-86。  new window
7.Sun, C.-T.、Wang, D.-Y.、Chan, H.-L.(2011)。How digital scaffolds in games direct problem-solving behaviors。Computers and Education，57(3)，2118-2125。  new window
8.吳裕聖、曾玉村(20110900)。鷹架式概念構圖教學策略對學童生物文章的閱讀表徵與情意之影響。教育心理學報，43(1)，1-23。new window  延伸查詢new window
9.李世忠、趙倩筠(20071200)。步驟性教材製作軟體於E-learning應用軟體學習之探討。教育資料與圖書館學，45(2)，233-248。new window  延伸查詢new window
10.沈中偉(1994)。魏考斯基理論在認知策略上的應用。教學科技與媒體，13，23-31。new window  延伸查詢new window
11.Hwang, G.-J.、Wu, P.-H.、Ke, H.-R.(2011)。An interactive concept map approach to supporting mobile learning activities for natural science courses。Computers & Education，57(4)，2272-2280。  new window
12.單文經(19980600)。鷹架支持的譬喻在大班教學上的應用。視聽教育雙月刊，39(6)=234，1-22。  延伸查詢new window
13.McCagg, E. C.、Dansereau, D. F.(1991)。A convergent paradigm for examining knowledge mapping as a learning strategy。The Journal of Educational Research，84(6)，317-324。  new window
14.張菀珍(19971100)。鷹架理論在成人教學實務之應用。成人教育，40，43-52。  延伸查詢new window
15.Wood, David J.、Bruner, Jerome S.、Ross, Gail(1976)。The role of tutoring in problem solving。The Journal of Child Psychology and Psychiatry，17(2)，89-100。  new window
16.Hwang, Gwo-Jen、Yang, Li-Hsueh、Wang, Sheng-Yuan(2013)。A concept map-embedded educational computer game for improving students' learning performance in natural science courses。Computers & Education，69，121-130。  new window
圖書
1.Heinich, R.、Molenda, M.、Russell, J. D.、Smaldino, S. E.、張霄亭、單文經(2007)。教學媒體與學習科技。臺北市：雙葉書廊。  延伸查詢new window
2.Gagnon, G. W.、Collay, M.(2001)。Designing for learning: Six elements in constructivist classroms。Thousand Oaks, CA：Corwin Press。  new window
3.沈中偉(20080000)。科技與學習：理論與實務。臺北：心理。new window  延伸查詢new window
4.Jonassen, D. H.、Beissner, K.、Yacci, M.(1993)。Structural knowledge: Techniques for representing, conveying, and acquiring structural knowledge。Lawrence Erlbaum Associates, Inc.。  new window
5.Jonassen, D. H.(2000)。Computers as mindtools for school: Engaging critical thinking。Prentice-Hall。  new window
6.Rogoff, Barbara(1990)。Apprenticeship in Thinking: Cognitive Development in Social Context。Cambridge University Press。  new window
7.孫春在、林珊如(20070000)。網路合作學習：數位時代的互動學習環境、教學與評量。臺北：心理。new window  延伸查詢new window
8.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
圖書論文
1.Holley, C. D.、Dansereau, D. F.(1984)。Networking: The technique and the empiracal evidence。Spatial learning strategies: Techniques, applications, and related issues。New York, NY：Academic Press。  new window
2.Gee, J. P.、Michael, S.、O'Conner, M. C.(1992)。Discourse Analysis。The handbook of qualitative research in education。San Diego, CA。  new window
3.Rogoff, B.、Gardner, W. P.(1984)。Adult guidance of cognitive development。Everyday cognition: Its development in social context。Cambridge, Massachusetts：Harvard University Press。  new window
 
 
 
 
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