http://scholars.ntou.edu.tw/handle/123456789/23376 2026-04-08T13:10:51Z http://scholars.ntou.edu.tw/handle/123456789/25938 標題: 集體藝術創作打開教學現場建構認知與多元智慧情意 作者: 謝忠恆 摘要: 本教學實踐研究實施課程為共同教育通識博雅「跨場域藝術表達」，透過上、下學期不同的修課學生，在相同的課室單元課程和分別於不同的場域課(里山和里海）進行，課程架構主要分為三階段之各單元，第一階段於課堂內進行藝術與美學賞析與實務建構先備知識；第二階段移動教學現場至里山和里海場域踏查和紀錄；第三階段為教室內集體創作和總結課程，並於課程成果報告結束後進行問卷調查獲得教與學於認知、情意和技能的回應，做為判讀與檢證教學的依據。 本課程問卷分為三大主軸共66子題(含6題複選與簡述），其一為課程「認知」問卷，從基本資料含身分與不同系別可歸納出專業知識與先備知識對課程實施的影響外，以修課原因、研究知情同意的理解、修課前知識與認知，做為分析學生組成和修課因素，可能會影響課程實踐的原始因素及教學實踐可改善者；其二為本教學研究主要教學現場的「情意」，以場域課、打開多元智慧和集體創作實務，有關場域課程與改變教學現場之策略和教與學歷程的回饋；其三為經過課室內至課室外經循序安排的教學實踐，針對場域課的實施對集體創作的效益、修課後對藝術與美感的學習成效進行調查，做為課程進化和問卷設計的母本，以利未來持續實施課程與檢證成效。 The implementation of this teaching practice research course is the Common Education Liberal Arts “Artistic Expression Across Locations”, which is carried out by different students in the first and second semesters in the same classroom modules and in different locations (Caspian Hill and Caspian Sea). The course structure is mainly divided into three stages of each module, the first stage of which is to conduct the appreciation and practice of art and aesthetics to build up the knowledge in the classroom. In the second stage, we moved to the teaching sites of Lishan and Caspian Sea to investigate and record; in the third stage, we created and summarized the course in the classroom, and conducted a questionnaire survey to obtain the cognitive, affective, and skillful responses of the teachers and learners after the report of the course results, which was used as the basis for the interpretation and verification of the teaching. The curriculum questionnaire was divided into three main axes with 66 sub-questions (including 6 multiple choice questions and a brief description). The first questionnaire was a “knowledge” questionnaire about the curriculum, which was based on the basic data including the identity and different departments to summarize the influence of the professional knowledge and prerequisite knowledge on the implementation of the curriculum, and also used the reasons for attending the course, the understanding of the research on informed consent, and the pre-course knowledge and awareness to analyze the composition of the student body and the factors of attending the course, and to analyze the original factors and the ways in which teaching and learning could be improved; and the second questionnaire was a questionnaire to analyze the composition of the students and the factors of attending the course. Secondly, for the purpose of this pedagogical research, the “sentiment” of the main teaching site was used to analyze the feedback of the field course, the strategy of changing the teaching site and the teaching and learning process through the field course, the opening up of multiple intelligences, and the practice of collective creation; thirdly, through the teaching practice from inside the classroom to the outside of the classroom through the sequential arrangement, we conducted a survey to investigate the benefits of the implementation of the field course on the collective creation, and the effectiveness of the learning of art and aesthetic sense after the course. Thirdly, we conducted a survey on the effectiveness of the implementation of the field class on group creation and the learning effect on art and aesthetics after taking the class, which served as the motherboard for curriculum evolution and questionnaire design, so as to facilitate the continuous implementation of the curriculum in the future and to verify the effectiveness. 2024-08-01T00:00:00Z http://scholars.ntou.edu.tw/handle/123456789/23496 標題: 文創專業英語教材發展與評估之行動研究: 結合語料導向學習與TED Talks 作者: 林澄億 摘要: 　　英語教材在專業英語教學中扮演重要角色，然而專家指出市面上的專業英語教材常難以顧全學習需求，使得教師須自行編纂適合自己學生的教材 (Basturkmen and Bocanegra-Valle, 2018; Marjanovikj-Apostolovski, 2019)。研究者在教授文創專業英語亦遇到相同問題。根據研究者的文創專業英語需求分析，文創系學生需要足夠的設計相關英語字彙，以閱讀最新資訊，並在簡報時用英語表達自己設計理念。因此，本研究採用語料導向學習法，根據Tomlinson(2011)的英語教材編纂原則，選擇TED Talks文創設計主題演講，發展教材，搭配語料庫分析演講稿，篩選常用設計常用字彙，製成單字表，並實施於文創專業英語課堂中，依其學生上課反應、學習效果，再調整其教材設計。 　　本研究以學生簡報錄影、講稿、訪談、教師省思札記、期末教材評估問卷等方式蒐集資料。第一學期研究者蒐集TED Talks演講，與文創、英語教學專家，選出適合的演講當教材，設計教案、學習單。第二學期研究者教授這些教材，寫下觀察、省思札記。學生於學期開始與結束做的英語簡報，委請專家評分，簡報講稿亦根據語料庫字頻表分析，看其教材學習成效。學生於期末填寫問卷，以了解他們對於TED Talks作為專業英語教材的看法與建議。希望根據研究結果編纂的文創專業英語教材，能符合文創人才英語學習需求，提升英語溝通能力。 Learning materials for English for Specific Purposes (ESP) play an essential role in ESP teaching. However, many ESP instructors are frustrated with commercially published coursebooks, which often fail to meet the needs of their specialized groups of learners (Basturkmen and Bocanegra-Valle, 2018; Marjanovikj-Apostolovski, 2019). The researcher also faced the same problem when teaching English for students majoring in cultural creative design. In the needs analysis conducted in the researcher's previous research project sponsored by the Ministry of Education, the increase of vocabulary size in the field of cultural creative design and the training of English presentation skills, especially the presentation of design concepts, are needed by these students. Thus, in this action research, following the principles of effective materials development proposed by Tomlinson (2011), the researcher developed ESP learning materials and designed lesson plans with TED Talks resources for the course of English for Cultural Creative Design. With the data-driven learning approach, the lexis in the selected TED Talks wa analyzed and high-frequency words related to design were elicited to create a word list. The researcher redesigned the ESP materials based on students' reaction and learning effectiveness. Research data were gathered from video recordings and transcripts of individual oral presentations, interviews, researcher's observation logs, teaching reflection journals, and a questionnaire about the ESP materials evaluation. In the first semester, the researcher collected TED talks related to the course objectives, discussed with the professors from the cultural creative design field and ESP experts, and selected appropriate TED talks to use in class. The researcher developed ESP materials and designed lesson plans with these selected talks. In the second semester, the researcher used these learning materials in the course of English for Cultural Creative Design. The researcher kept classroom observation logs and teaching reflection journals to record students' reaction and learning outcome. The performance of pre- and post-oral presentations in English and the transcripts were assessed and compared by the domain experts to examine the effectiveness of TED Talks as ESP learning materials. In the end of the semester, students were given a questionnaire to ask their feedback about TED Talks as learning materials. The researcher hopes that the adjusted ESP learning materials based on the research findings would meet the English learning needs of students majoring in cultural creative design and enhance their English communicative skills for international workplace in the future. 2021-08-01T00:00:00Z http://scholars.ntou.edu.tw/handle/123456789/23389 標題: 結合系所專業之教學作業設計研究──文本視覺化 作者: 顏智英; 莊育鲤 摘要: 為落實本系培養「海洋文化」創意設計表現人才的發展目標，提升學生的學習動力與成效，增進教師跨領域課程合作的意願，本計畫以「結合系所專業之教學作業設計研究──文本視覺化」為研究主題，以一年為期，結合文學與設計兩種專業領域課程教師、兩門必修課程（一下「國文」、「設計繪圖」），共同設計跨領域教學作業──「文本視覺化」。學生每學習一個單元的海洋文學文本後須改寫文本為白話文（共六個單元），而後於設計課程將該單元文本之指定媒材形態用設計軟體展現出來。並於每單元課程結束後、每學期末，以問卷形式對全班學生文本視覺化之詮釋、創意、媒材表現技巧等學習成效加以評量，再將蒐集之問卷資料以量化與質性研究法作詳細的分析與探討，期能找出更適切的文本視覺化作業設計形態，以及反思表現技法指導策略，作為下一學年度作業設計與指導的參考。教學成果且於107學年度下學期期末在校內特闢「教育部計畫成果專區」對全校公開展示與推廣，其中有多位產、官、學界人士蒞臨指導，使本計畫成果之能見度大大提昇。 For the purpose of implementing our department aims to cultivate the talents in oceanic cultural creative design, improving our students’ learning motivation and achievement, enhancing our teachers’ willing to cooperation of Interdisciplinary courses, we spend one year to study the theme “A research on teaching assignment design combining with the profession of department—text to visualization” , combining with the courses of “Chinese Literature” and “Design drawing” and using the approaches of quantitative research and qualitative research. First, we teach students texts about ocean writings (6units) on the course of “Chinese Literature”; and then on the course of “Design drawing,” we teach them the techniques about visualization in order to assign the homework transferring text to visualization. Next week, students must present their homework in the form of picture (or cultural creative products) and words. After their presentation, participants will full in the questionnaires to be important research information. We want to analysis the students’ performances in interpretation, creation ,and techniques about text to visualization so that we can use the results as the reference of improving assignment design next time. Furthermore, the achievements will be a public display. 2018-08-01T00:00:00Z http://scholars.ntou.edu.tw/handle/123456789/23387 標題: 文創專業英語課程設計之行動研究: 以設計思考為輔助工具 作者: 林澄億 摘要: 本研究採用行動研究方法，首先以Hutchinson與Waters (2009)定義的專業英語需求三要素為本研究理論依據，分析文創設計人才的英語需求，並融入設計思考(Brown, 2008)建構、省思和修正教學內容，實施於文創專業英語課堂中，其目的是達到學以致用的教學目標，培養學生21世紀須具備的國際移動力。本研究執行一年，於上下學期分別進行一次研究循環，並以訪談、問卷、教師省思札記、期末教學評鑑等方式蒐集資料。第一學期17位研究參與者接受研究者訪談，研究者訪問4位文創系授課教師、3位文創業者，以瞭解文創產業所需要使用到英文的情境與要求，亦訪問10位曾參與國際交流，赴韓國研習的文創系學生，以了解他們研習時，使用英文不足之處，以及他們想加強的英文能力。第二學期18位選修此課的學生於期末填寫問卷，以了解他們對此課程的看法與建議。課程以英語簡報技巧訓練為主，輔以TED Talks設計相關演講，從中學習專業英語詞彙，並搭配學生作品設計理念簡報練習。修課學生表示課程對他們提升口語發表能力有幫助，但不少同學表示上課壓力頗大。研究者希望根據本研究發現，提出具體建議，以供相關教學者、大學文創課程規劃單位與後續研究者之參考，並補充Hutchinson和Waters(2009)所提的以學習者為中心的專業英語課程設計理論的論述。 The purpose of the study is to enhance international mobility of students of cultural creative design and prepare them to meet English requirements in the future internationally-oriented workplace. In this action research study, with the design thinking approach, the teacher-researcher constructed, reflected and adjusted a syllabus for a new course, English for Cultural Creative Design. Hutchinson and Waters’ (2009) tripartite categorization of needs, necessities, lacks, and wants, serves as a major framework to analyze the English needs and skills. Thirty-five participants were recruited in this research and data were gathered from interviews, teaching evaluation questionnaires, and teaching logs. The four curriculum developers and three domain experts were interviewed to ascertain the necessities of English requirements; 10 students who attended a design workshop training in South Korea were interviewed to explore their lacks in English. The wants of students’ English learning needs were also collected. Another 18 students who took the course filled in the course evaluation questionnaire. The results showed that regarding necessities, English reading and speaking skills were essential to students, such as reading design-related journals and explaining their design concepts. Regarding lacks, students were found lacking professional English vocabulary and presentation skills, especially the pitch of their design and the pragmatic skill of answering questions. Students also had difficulty comprehending their international peers’ accents during teamwork. In terms of wants, English oral communication skills and cross-cultural communicative skills were the skills that the students desired to learn. To meet the needs, this course mainly focused on the training of English presentation skills. TED talks on design were used as learning materials for both professional vocabulary and presentation skills. The students were required to do oral presentations to explain their design concepts in English. The 18 students indicated that this course provided significant opportunities to improve English speaking skills, which met their expectation, but most of them felt stressed-out in class. This study attempts to provide suggestions for future research and specific pedagogical suggestions for English educators and tertiary course designers in the field of cultural creative design. It is also hoped that the findings can shed light on the learner-centered approach to ESP course design proposed by Hutchinson and Waters (2009). 2019-08-01T00:00:00Z