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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    Collaborative early EFL reading among distributed learners: A simulation pilot study
    (The Journal of the JALT CALL SIG, 2006-08-01) Lan, Y. J.; Sung, Y. T.; Chang, K. E.
    It is widely accepted that reading provides important opportunities for second language (L2) development, however, in Taiwan sources of L2 input are often limited for learners in English as a Foreign Language (EFL) settings. This problem is compounded by environmental constraints such as students’ diversity in reading abilities, the socio-economic gap between urban and rural students, class sizes, time constraints and available resources, and dealing with these constraints effectively requires new pedagogies and tools. We designed a wireless peer-assisted leaning system for early EFL reading to enhance online collaborative EFL reading and provide EFL learners with an opportunity to teach and learn with each other. In this study we examine the use of this wireless reading system in a conventional EFL class to simulate a distributed learning situation. The results suggested that wireless EFL reading may emerge as a flexible and portable solution to the pedagogical challenges that exist in conventional EFL reading and teaching environments.
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    Web-based collaborative inquiry learning
    (John Wiley & Sons Ltd, 2003-02-01) Chang, K. E.; Sung, Y. T.; Lee, C. L.
    This study proposes a web-based collaborative inquiry learning system. This system uses the World-wide web (WWW) as a source of knowledge exploration, and provides exploratory problems to guide students to think and explore. A concept map is used as a tool of anchoring and representing knowledge during inquiry process. In the process of learning, learners are allowed to exchange the evidence they have collected, their personal opinions, and the concept maps that they have built. In order to effectively integrate the inquiry learning, collaborative learning, and concept map in the system, this study proposes a collaborative inquiry learning model and related learning activities. Two studies were constructed based on the collaborative inquiry learning model to investigate students' learning processes in the collaborative inquiry learning on the web.