教育學院

Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/1

教育學院成立於民國44年6月5日，時值臺灣省立師範學院改制為臺灣省立師範大學，初設教育、社會教育、體育衛生教育、家政教育、工業教育五個學系，發展迄今，本院共設有7個學系（均含學士、碩士及博士班）、5個獨立研究所、1個院級在職碩士專班。

本院為國內歷史最久之教育學院，系所規模、師資，及學生品質向為國內首屈一指，培育英才無數，畢業校友或擔任政府教育行政單位首長及中堅人才、或為大學校長及教育相關領域研究人員、或為國內中等教育師資之骨幹、或投入民間文教事業相關領域，皆為提升我國教育品質竭盡心力。此外，本學院長期深耕學術，研究領域多元，發行4本 TSSCI 期刊，學術聲望備受國內外學界肯定，根據 2015 年 QS 世界大學各學科排名結果，本校在教育學科名列第22名，不僅穩居臺灣第一，更躍居亞洲師範大學龍頭。

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Now showing 1 - 5 of 5
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    分組方式對國小學生學習 KPL 程式設計之影響
    (2010) 林宗緣; Lin Tsung Yuan
    本研究將合作學習運用在國小學童的 KPL（Kids’ Programming Language）程式設計教學中，目的在於了解學生是否因為不同的分組方式而產生不同的學習成效，以及學生在不同分組方式下的合作行為。某國小兩班五年級學童（共66名）參與本研究。研究者根據學生的瑞文氏標準推理能力測驗成績，將一班學童進行異質分組，另一班進行同質分組，每組均為3 人。本研究實施了20 週的KPL程式設計教學，其間以學習單、成就測驗卷、學習態度問卷、個別訪談及解題過程實況錄影，收集量化與質性資料並加以分析。研究結果顯示，不同分組方式並未造成兩組學生在學習成效上的明顯差異。分別針對高、中、低三類學習成就學生進行組間比較，亦未發現不同分組方式帶來學習成效上的顯著差異。此結果與過去部份學者的發現略有不同，殆可歸因於教學內容難度偏高、學生的學習積極性不足、以及樣本數過少所致。在合作解題行為上，兩組間較明顯之差異包括︰異質組之低學習成就學生因有高學習成就組員引導，使其得以按照指示執行任務，因而與組員間有著較佳之互動；但異質組在分工時，組員通常只負責固定的工作，而同質組組員則較傾向於輪流負責不同的工作。
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    Analysis of problem-solving-based online asynchronous discussion pattern
    (International Forum of Educational Technology & Society, 2008-01-01) Hou, H. T.; Chang, K. E.; Sung, Y. T.
    This research explores the process of asynchronous problem-solving-based discussion activities and aims to understand limitations likely to arise during learners’ problem-solving discussions. The research has combined lag-sequential analysis and quantitative content analysis, and expects to use such analyzing methods to further understand the sequential pattern of students’ problem-solving discussion behaviors and knowledge-construction levels. In order to avoid influence caused by teachers’ subjective guiding methods and ensure objective observations, we observed learners’ online problem-solving discussions without intervention or guidance from the teachers. From the sequential pattern derived, we have not only induced a pattern of students’ discussion behavior but also discovered that, compared to discussion activity based on a single topic appointed by the teacher, the problem-solving online discussion activity is more helpful for students’ knowledge construction. In addition, this research also revealed certain limitations toward the content and behavior of students’ discussion without teachers’ guidance. Based on the results, this paper proposes a strategy in which teachers can intervene and guide, which is expected to enhance the depth of students’ discussion and knowledge construction when a teacher is applying a problem-based learning activity.
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    Analysis of problem-solving based online asynchronous discussion pattern
    (International Forum of Educational Technology & Society (IFETS), 2008-01-01) Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-Ting
    This research explores the process of asynchronous problem-solving-based discussion activities and aims to understand limitations likely to arise during learners’ problem-solving discussions. The research has combined lag-sequential analysis and quantitative content analysis, and expects to use such analyzing methods to further understand the sequential pattern of students’ problem-solving discussion behaviors and knowledge-construction levels. In order to avoid influence caused by teachers’ subjective guiding methods and ensure objective observations, we observed learners’ online problem-solving discussions without intervention or guidance from the teachers. From the sequential pattern derived, we have not only induced a pattern of students’ discussion behavior but also discovered that, compared to discussion activity based on a single topic appointed by the teacher, the problem-solving online discussion activity is more helpful for students’ knowledge construction. In addition, this research also revealed certain limitations toward the content and behavior of students’ discussion without teachers’ guidance. Based on the results, this paper proposes a strategy in which teachers can intervene and guide, which is expected to enhance the depth of students’ discussion and knowledge construction when a teacher is applying a problem-based learning activity.
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    Gender differences in social cognitive learning at a technological project design
    (Springer Netherlands, 2010-12-01) Hong, J. C.; Hwang, M. Y.; Wong, W. Z.; Lin, H. C.; Yau, C. M.
    This study aims to investigate the differences between male and female students in technology project design. The major gender differences discussed in this study include the problem discovering and solving abilities, maneuverability, and inquiry attitude among middle grade students. In the project design, students were required to design and complete a wooden robot with limited materials in a restricted timeframe. Data was collected through field study during the project making. The results of this study indicated that some differences existed between male and female students. For example, power tool manupulation was more appealing to boys than girls. On the other hand, girls were better at resource management than boys. Through social learning, female students have an overtime improvement. Pedagogical considerations are suggested to strengthen gender-specific problem solving skills, so that all students can realize their design potential.
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    問題解決取向的學習理論
    (國立臺灣師範大學社會教育學系, 2000-12-??) 徐敏雄