應用網路化學習歷程檔案於技能訓練之教學模組研發及實驗研究
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Date
2013-07-31
Authors
林弘昌
張基成
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Abstract
技術教育一向重視技術能力的培養，因而訓練學生的技術操作能力，實為技術教育教學 活動的重要目的之一。長期以來在技能訓練方面，教師遇到了一些問題與困難，例如：無法 確定學生的能力、無法瞭解學生的學習過程、難以評定分組作業的個人成績、以及評分缺乏 信、效度等。本研究的目的即在發展一套網路化技能訓練學習歷程檔案系統，以嘗試解決家 具木工相關科系教師教授技能科目時在教學與評量方面的問題。 本研究預計分二年進行，第一年的研究目的為根據本研究團隊所規劃的網路化技能訓練 學習歷程檔案架構，建置與修正網路化技能訓練學習歷程檔案系統，針對系統的功能需求加 以設計與實作，在雛形開發完成後，隨即進行形成性評估以瞭解使用者的意見並據以修正系 統。第二年的研究目的在評鑑與確認網路化技能訓練學習歷程檔案系統的使用效益及影響。 首先，研究者將邀請技術教育及歷程檔案方面的專家學者就總結性評量工具進行修訂，然後 進行一學期的教學實驗，以便瞭解歷程檔案系統的教學成效與學習者的反應和態度；並於教 學實驗結束後，針對教材內容進行修訂，最後提出網路化技能訓練學習歷程檔案的特性、功 能、設計理念與設計原則。
Skill competency development is most valued in the technical education. However, for a long time, teachers have encountered some teaching problems in skill training, such as not knowing clearly about students’ initial competencies, their learning processes, or even how to assess students’ final projects. The purposes of the study are to design and construct a Web-based electronic portfolio (WBEP) system. We hope the system would help teachers solve the problems mentioned above. The study will be conducted for two years. For the first year, the researcher will develop the WBEP system with the contents of the training program and the WBEP framework developed by the researcher. Then, the researcher will modify the features of the system after the formative assessment is performed. For the second year, the research will perform a summative assessment to evaluate the system’s features, its effectiveness of addressing the skill training problems, and its impact on technical education students in Taiwan.
Skill competency development is most valued in the technical education. However, for a long time, teachers have encountered some teaching problems in skill training, such as not knowing clearly about students’ initial competencies, their learning processes, or even how to assess students’ final projects. The purposes of the study are to design and construct a Web-based electronic portfolio (WBEP) system. We hope the system would help teachers solve the problems mentioned above. The study will be conducted for two years. For the first year, the researcher will develop the WBEP system with the contents of the training program and the WBEP framework developed by the researcher. Then, the researcher will modify the features of the system after the formative assessment is performed. For the second year, the research will perform a summative assessment to evaluate the system’s features, its effectiveness of addressing the skill training problems, and its impact on technical education students in Taiwan.