教育心理與輔導學系

Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/16

本系設立於民國五十七年八月。民國三十五年本校成立時,即在教育系內成立心理實驗室。四十七年教育系成立心理學組,並將心理實驗室擴充為心理實驗中心。五十七年正式成立教育心理學系。六十九年在進修部成立教育心理學系,分設輔導組和特教組,為中小學教師提供進修機會。六十八年教育部鑑於各級學校輔導工作之日益重要,乃准以教育心理學系現有師資及設備為基礎,成立輔導研究所碩士班。民國七十六年更奉准成立博士班,培育高級輔導人員,同年將系(所)名稱更改為教育心理與輔導學系(所),並簡稱為心輔系(所)。民國八十三年,因應新大學法頒佈,將系所名稱合一,統稱為教育心理與輔導學系(簡稱為心輔系)。

本校校區可分為本部(包括教育學院、文學院、藝術學院)及分部(理學院)。本系位於本部教育學院大樓五、六樓。

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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.