邱瓊慧洪英芷2019-08-292019-6-32019-08-292014http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0699080126%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/93089本研究旨在設計使學生於多點觸控支援合作設計式學習（Multi-touch Enhanced Collaborative Design-based Learning，M-T CDBL）中能順利互動之合作腳本，稱為M-T CDBL合作腳本。以凱利方格法擷取八位具資訊教育背景之教育工作者關於MTCDBL合作腳本作法的知識，以八個由受訪者撰寫之M-T CDBL合作腳本案例為元素，透過個別訪談共引出106項個人構念，分析後得38個合併構念，可依工作階段不同分為澄清問題、蒐集資料、發展想法、建構作品、檢討反思、發表作品、再次修正、整體活動八階段，再依合作腳本內容分為分工、個人、子小組、小組、組間五類。本研究依據合併構念提出M-T CDBL合作腳本，並建議使用出現頻率較高的合作腳本作法，如於蒐集資料階段讓學生分工蒐集資料、於發展想法階段讓學生個別發展想法、分工發展想法等。本研究進一步將M-T CDBL合作腳本實作於系統中，建置一合作腳本模組，提供合作腳本說明、分工、安排角色、安排發言順序、以及多數決功能。The aim of this study was to develop a collaboration script for Multi-touch Enhanced Collaborative Design-based Learning (M-T CDBL), named “M-T CDBL collaboration script.” Eight well-experienced teachers, either on research or practice, were invited to participate in this study. The repertory grid technique was used to elicit participants’ constructs about the content of the M-T CDBL collaboration script. By analyzing participants’ consensus grid, the M-T CDBL collaboration script was developed, which is divided into 8 phases and each phase include 5 classes. A total of 38 scripts were identified.多點觸控科技設計式學習合作腳本凱利方格法multi-touchdesign-based learningcollaboration scriptrepertory grid technique