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    政大機構典藏 > 教育學院 > 教育學系 > 會議論文 >  Item 140.119/142362


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/142362


    Title: 職前教師從事數位學習教案設計之TPACK想法流動樣態探討
    An Exploration of Pre-service Teacher’s TPACK Ideas Flow Pattern on Designing a Digital Learning Lesson
    Authors: 洪煌堯
    Hong, Huang Yao
    薛智暉
    Contributors: 教育系
    Date: 2022-03
    Issue Date: 2022-10-07 13:59:39 (UTC+8)
    Abstract: 在數位資源普及的今日,教師更應不斷精進專業素養,善用各種科技工具來優化及提升教學與課程教案設計的能力。本研究主要目的是想要了解職前教師在從事教學設計時 TPACK 想法的變化及其發展情形,以幫助教師在日日有新科技軟硬體出現的同時,能適切調整教學方式與內容。研究對象是約 30 位未具備實際教學經驗的職前教師,進行為期 14 週的分組數位教案設計。研究採準實驗設計並以質化分析方式處理相關資料,初步分析結果顯示職前教師在從事教學設計的想法討論時,其 TPACK 樣態最主要圍繞在科技教學法(TPK)及科技學科內容(TCK) , 並呈現聚斂或依循步驟兩大模式。
    With the help of rich digital resources, teachers are more likely to improve their professional knowledge and skills, through use of various technological tools. The main purpose of this research is to examine the change and development of pre-service teachers’ TPACK when they are guided to engage in some teaching design tasks. It is posited that using appropriate teaching methods with the help of new technology, they can enhance their ability to work productively with ideas for their teaching design tasks. The research included 30 pre-service teachers who have no practical teaching experience, and the duration of this study was 14 weeks. The research adopts a quasi-experimental design to process relevant data in a qualitative manner. The preliminary results show that the more the pre-service teachers are able to work productively with their teaching design ideas over time, the more likely they can improve their TPACK.
    Relation: TWELF 2022, 社團法人台灣數位學習與內容學會
    Data Type: conference
    Appears in Collections:[教育學系] 會議論文

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