教師著作

Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31276

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Author: search.filters.author.Wu, Cheng-ChihEnd date: 1999

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Now showing 1 - 10 of 26
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    Cultivating Computer Teachers for the 21th Century: Visions and Challenges
    (1997-01-01) Chiou, Guey-Fa; Lin, Janet Mei-Chuen; Wu, Cheng-Chih
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    Critical Concepts in the Development of Courseware for CS Closed Laboratories
    (Association for Computing Machinery (ACM), 1996-06-02) Lin, Janet Mei-Chuen; Wu, Cheng-Chih; Chiou, Guey-Fa
    In this paper we present some of the experiences that we have gained from having developed a number of laboratory-based courseware for teaching computing concepts. We point out that lab-based teaching is a special category of computer-based instruction (CBI). The intended lab usage imposes certain constraints on lab-based courseware such that the methodologies for developing traditional CBI software do not seem to fit the development of lab-based software very well. Lab-based software requires special considerations as to the presentation of its course content and the design of its user interface.
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    IEA資訊科技於教育應用之國際比較研究：台灣地區(第一期)
    (1999-07-01) 邱貴發; 吳正己; Chiou, Guey-Fa; Wu, Cheng-Chih
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    Incorporating Web-Based CMC in the Methods and the Practicum Courses of Preservice Teachers
    (The Association for the Advancement of Computing in Education (AACE), 1999-02-28) Wu, Cheng-Chih; Lee, Greg C.; Chiou, Guey-Fa; Ho, Rong-Guey
    CMC has started its influence of the teacher education programs in Taiwan. In this paper, we present the implementation of a web-based CMC system in our computer teacher education program. Thirty-four students enrolled in the Teaching Methods and Teaching Practicum courses were encouraged to use the system throughout the school year. Experienced high school teachers were asked to lead the discussions with the students in the CMC system. Survey results indicate that the web-based CMC system is an effective tool for facilitating preservice teachers' training, but the moderation skills of the experienced teachers need to be further improved.
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    A Collaborative Effort in Building the National Educational Resource Center
    (The Association for the Advancement of Computing in Education (AACE), 1999-02-28) Lee, Greg C.; Wu, Cheng-Chih; Lin, Janet Mei-Chuen
    The National Educational Resource Center (NERC) has been established since February 1998 in a multi-million U.S. dollar national project to promote usage of computing and telecommunication technologies in the K-12 schools across all subject areas. The NERC's main responsibility is to provide a rich set of educational resources for the teachers to use in their classroom instruction. In the initial stage, there are 39 regional resource centers helping to develop and to collect educational resources in all subject areas in K-9 grades. Ten months into this project, available resources in the NERC is growing rapidly. In this paper we present the collaborating framework of the national and the regional resource centers, describe the content structure of all the resources and share our experiences in the running of the National Educational Resource Center.
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    The use of computer-mediated communication for teacher education in Taiwan
    (1999-03-28) Wu, Cheng-Chih; Lee, Greg C.; Lin, Janet Mei-Chuen
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    Content knowledge requirements for high-school computer teachers in Taiwan
    (1999-03-28) Lin, Janet Mei-Chuen; Wu, Cheng-Chih; Lin, Feng-Ying
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    STNet: A Network-Supported Environment for Student Teachers
    (The Association for the Advancement of Computing in Education (AACE), 1999-02-28) Chiou, Guey-Fa; Ho, Rong-Guey; Wu, Cheng-Chih; Lee, Greg C.
    Adopting the rationale of reflective thinking as the underlying philosophy, we developed the Student Teacher Network (STNet) to support student teaching. STNet provides an online place where university supervisors, experienced school teachers, student teachers, and students in the preservice program can discuss teaching issues and browse resources asynchronously. The first year experience indicated that we need a more comprehensive rationale to guide the design and the implementation of the STNet, a resourcerich environment to support student teachers, an effective university-school partnership to sustain the STNet, and reconsideration of the whole teacher education program in order to infuse information technology into teacher education program. Building a systemic and distributed teacher education network is one of the feasible alternatives.
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    Visualizing programming in recursion and linked lists
    (ACM, 1998-07-08) Wu, Cheng-Chih; Lee, Greg C.; Lin, Janet Mei-Chuen
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    Conceptual models and cognitive learning styles in teaching recursion
    (ACM, 1998-02-26) Wu, Cheng-Chih; Dale, Nell B.; Bethel, Lowell J.
    An experimental research design was implemented in an attempt to understand how different types of conceptual models and cognitive learning styles influence novice programmers when learning recursion. The results indicate that in teaching recursion to novice programmers:• concrete conceptual models are better than abstract conceptual models,• novices with abstract learning styles perform better than those with concrete learning styles,• abstract learners do not necessarily benefit more from abstract conceptual models, and• concrete learners do not necessarily benefit more from concrete conceptual models.