DSpace 集合:http://scholars.ntou.edu.tw/handle/123456789/233722024-03-28T06:20:59Z2024-03-28T06:20:59Z地質教中學張英如http://scholars.ntou.edu.tw/handle/123456789/241912023-10-06T06:11:46Z2022-08-01T00:00:00Z標題: 地質教中學
作者: 張英如
摘要: 臺灣是得天獨厚的地質教室,遍布全臺的地質考察點,自己未必全然知曉,從教學過程中省察自己的不足,也意識到單一教師的思維是有限的,同一個露頭,不同專業教師會有不同的切入觀點,深刻明白協同教學之重要性,課堂學習是教師專業發展和自我成長的重要機制,故本計畫融入學有專精的資深教師執行共同備課、觀課、議課,學習老師的教學經驗和學技巧,運用協同教學和合作探究(collaborative inquiry),使教師在教課過程中精進自我教學策略,讓教學行為內化成為自己的教學能量,強化教師專業知能,一方面改變教學現場延伸到戶外「讓學生做中學」,二方面透過協同教學「讓教師在教中學」,雙方共同深化學習成效為本計畫之宗旨。本計畫進行野外探究實作和企業參訪,設計野外尋寶單引領學生做中學,主要觀摩教師是洪奕星教授和王士偉主任,從中學習教師的授課策略和邏輯推演,也開發沒去過的地質調查地點,彙整的分析資料包括:野外探究學習單、學習回饋表、學生訪談表、教師觀摩記錄,分析結果顯示八成以上的學生喜愛這樣的教學方式,有助於激發地質科學的熱忱,除了關注學生的學習成效,從教師的角度內化和深化教學專業,對於教師專業成長及教育改革都有重要的參考價值。
Taiwan is a geologically unique classroom, filled with geological sites scattered across the entire island. As a teacher, one might not be fully aware of all these geological investigation points. However, through the teaching process, one can reflect on their own shortcomings and realize that the perspectives of a single teacher are limited. Different expert teachers examining the same outcrop will have different insights. It is profoundly understood that collaborative teaching is of great importance. Classroom learning serves as a crucial mechanism for teacher professional development and personal growth.Hence, this project incorporates highly skilled and experienced teachers to collaborate on lesson preparation, classroom observation, and discussions. By learning from the teaching experiences and techniques of these seasoned educators and applying collaborative teaching and cooperative inquiry, the participating teachers can enhance their teaching strategies during their classes. They internalize teaching behaviors into their own teaching styles, strengthen their professional expertise, and, on one hand, extend the teaching scene beyond the classroom into outdoor settings, allowing students to learn through hands-on experiences. On the other hand, through collaborative teaching, the teachers themselves continue to learn while teaching.The core objective of this project is to deepen the learning outcomes for both students and teachers alike. The project includes field exploration and visits to geological companies, where a treasure-hunting activity is designed to guide students in learning through practical experiences. The primary teachers serving as models for observation are Professor Eason Hong and Director Shih-Wei Wang. By learning their teaching strategies and logical deductions, unexplored geological investigation locations are also developed.The collected and analyzed data include field exploration learning sheets, feedback forms, student interview records, and teacher observation records. The analysis results show that over eighty percent of students enjoy this teaching method, as it helps to ignite their passion for geological science. Besides focusing on students' learning achievements, the project emphasizes internalizing and deepening teaching professionalism from the teachers' perspective. This aspect holds significant value for both teacher professional growth and educational reform.2022-08-01T00:00:00Z地質做中學張英如http://scholars.ntou.edu.tw/handle/123456789/235022023-01-17T03:06:24Z2021-08-01T00:00:00Z標題: 地質做中學
作者: 張英如
摘要: 地質科學之教育基礎是為了培養學生對地球的認識,瞭解地球的組成物質、地球的結構以及地球演化過程。台灣位於歐亞板塊和菲律賓海板塊的交界,是環太平洋最活躍的火山和地震帶,造就絕美而稀有的地質景觀。本計畫將針對學生們所期望且有興趣的野外地質考察課程,設計更多元的實作方式、評量方式、討論模式與更創新的教具,為了提高學習成效,將在野外進行實作評量,設計有趣且引人入勝的學習模式,以競賽的方式進行野外記錄,激發學習動機。利用野外考察、做中學、善用網路資訊平台三大概念加入課程中,期望透過多元的教材和交流方式,增添學習的豐富度,期望激發學生們對地質科學的熱誠,以幫助學生將理論與實踐相結合,增強對地質學的熱情和學習效果,進而提升學生的野外調查的專業技能,達到地質知識傳承的目的,亦為將來的就業做好準備。
The educational fundamental of geological sciences is to cultivate students' understanding of the earth for the earth's material, the process of the earth's activities, and the structure of the earth. Taiwan is positioned at the convergent boundary of Eurasia Plate and Philippine Sea Plate with the most active volcanoes and earthquake zone of the Pacific Rim. This course improvement plan will aim at the geological field works and other practical courses that students anticipated, provide multi-facet lab works and the innovative design of teaching aids, in order to attract more students in the enthusiasm of the geological world and achieve the popularity of general geological knowledge. In the field geological practice course, intriguing and engaging activity modes are designed and with rewards to the winning group for stimulating more learning motivation. To improve learning effectiveness, field operational tests are added during the field lab practice, in order to help students combining textbook theory with field practice and enhance the enthusiasm and learning effectiveness of geology for students improving the professional skills in practical applications and readiness for future employment.2021-08-01T00:00:00Z以micro:bit物聯網實作提升生命科學背景學生程式語言之學習動機廖柏凱http://scholars.ntou.edu.tw/handle/123456789/234772023-01-16T07:25:31Z2020-08-01T00:00:00Z標題: 以micro:bit物聯網實作提升生命科學背景學生程式語言之學習動機
作者: 廖柏凱
摘要: 物聯網近年來發展蓬勃,其產品已深入生活中各個層面,在水產養殖相關產業中也具有高度的需求,因此養殖系的學生不缺乏應用層面的創意,但是對於這些資訊產業以外的初學者而言,物聯網仍有極高的門檻。因應此新的需求與挑戰,全面納入資訊科學進入教育體系中。然而若直接移植電機資訊領域科系的教學進入非相關專長之科系,首要的挑戰便是訓練時數不足,其次較缺乏相關性而造成動機低落。為解決此一困境,本教學實踐計畫提出以Micro:bit物聯網套件做為生命科學背景之程式語言初學者的硬體教具,利用Blockly程式語言與物聯網套件的對於程式設計初學者友善的特性,設計與本科系專長相關之程式設計專題,來提升學習動機,將同學導入自主學習,將學到的程式能力立即投入實用。透過micro:bit物聯網實作教學後,以前後測進行比較發現受測者學習動機顯著增加,主要在工作價值、自我效能與尋求協助三個面向有所提升。另一方面透過機器學習分析教學輔助平台之活動數據可找出學習成就之預測性指標,發現相關線上教材的使用次數與時間與學習成就為正相關。本研究之發現可作為利用物聯網實作進行跨領域程式設計教學之參考。
The Internet of Things (IoT) has developed vigorously in recent years, and its commercial products have penetrated into all aspects of our life. There is also a high demand in the aquaculture-related fields. Therefore, students in the aquaculture department are not lacking in application-level creativity. For the beginners outside the electrical engineering and computer science (EECS) professional area, IoT technology still has a very high threshold. In response to this new demand and challenge, the government has set up a new curriculum structure to fully integrate computer science into the education system. However, if the teaching in the non-EECS-related department directly integrated from the EECS curriculums, the primary challenge would be the lack of training time and the lack of professional relevance. In order to solve this dilemma, this teaching practice project proposes using the Micro:bit IoT suite as a new teaching aid for beginners in programming languages. With the advantages of beginner-friendly features from the Blockly programming language and the Micro:bit IoT suite, this project will design related group topics, and the students will be introduced into self-learning process. Students would be able to apply computer programming ability sooner into practical use. In the present study, it was found that the subjects' learning motivation increased significantly in mainly in three aspects: work value; self-efficacy and seeking assistance after utilizing the micro:bit IoT teaching strategy. On the other hand, by clustering the students’ backend log from TronClass e-learning platform by machine learning, the predictive indicators of learning achievement can be found, and it is found that the number of times and using duration to the relevant online material are positively correlated with the learning achievement. The discoveries of this study can be used as a good reference for interdisciplinary computer programming courses with IoT practical.2020-08-01T00:00:00Z成績期貨市場 – 讓努力被即時反饋的課程遊戲廖柏凱http://scholars.ntou.edu.tw/handle/123456789/234032023-07-31T19:00:19Z2019-08-01T00:00:00Z標題: 成績期貨市場 – 讓努力被即時反饋的課程遊戲
作者: 廖柏凱
摘要: 在學生的學習過程中,反饋是一個幫助同學逐步修正的重要過程。反饋越即時效果也越顯著,但課後的反饋則較難達成,因同學對關注程度快速降低。本教學研究致力於開發一全時段且全學期的遊戲,套用遊戲理論的優勢將同學導向自我學習與自動即時反饋的進程上。本計畫以大一必修課「程式設計與資料分析」之同學做主要的研究對象,「成績期貨市場」的遊戲機制首度被開發出來。成績期貨市場將班上每位同學都變成一檔期貨也同時是一名虛擬期貨商,期末總成績則是期貨商品的實價。在期貨交易最終清算前,同學可以用現有的期貨價格持續買賣任何期貨卷來賺取遊戲內的現金,最終由實價(成績)與購入價格差來換算積分。遊戲的核心是透過非零和博弈遊戲來建立,在有限的揭露資訊下,促使同學應用課堂上所學來分析市場走勢以提升勝率。透過訪談共52位同學,發現遊戲化線下學習確實能提升學生之自主學習時數與意願,同學間也會透過討論合作嘗試解開遊戲內部的運算機制。「成績期貨市場」遊戲除建立了一個對於課程表現的即時反饋平台外,也同時是一個讓同學間互動與線下練習課程所學之資訊分析與邏輯思考能力的軟體教材。並且該平台之後台數據分析,可進一步作為全學期教學遊戲之設計參考。
在學生的學習過程中,反饋是一個幫助同學逐步修正的重要過程。反饋越即時效果也越顯著,但課後的反饋則較難達成,因同學對關注程度快速降低。本教學研究致力於開發一全時段且全學期的遊戲,套用遊戲理論的優勢將同學導向自我學習與自動即時反饋的進程上。本計畫以大一必修課「程式設計與資料分析」之同學做主要的研究對象,「成績期貨市場」的遊戲機制首度被開發出來。成績期貨市場將班上每位同學都變成一檔期貨也同時是一名虛擬期貨商,期末總成績則是期貨商品的實價。在期貨交易最終清算前,同學可以用現有的期貨價格持續買賣任何期貨卷來賺取遊戲內的現金,最終由實價(成績)與購入價格差來換算積分。遊戲的核心是透過非零和博弈遊戲來建立,在有限的揭露資訊下,促使同學應用課堂上所學來分析市場走勢以提升勝率。透過訪談共52位同學,發現遊戲化線下學習確實能提升學生之自主學習時數與意願,同學間也會透過討論合作嘗試解開遊戲內部的運算機制。「成績期貨市場」遊戲除建立了一個對於課程表現的即時反饋平台外,也同時是一個讓同學間互動與線下練習課程所學之資訊分析與邏輯思考能力的軟體教材。並且該平台之後台數據分析,可進一步作為全學期教學遊戲之設計參考。
During the learning process of students, feedback is a crucial key that helps students to gradually correct themselves. The more immediate the feedback is, the more powerful the effect is. However, feedbacks after class are more likely to be impeded, and the students’ attention to the course will be immediately zeroed during off-class time. Therefore, the present study was aimed to develop a novel full-time and full-semester game, and the advantages of game theory were utilized to guide students into self-learning with the aid of automatic immediate feedback. In line with the undergraduate compulsory course, "Computer Programming and Data Analysis", as the main research targets, the game mechanism of the "Futures Trading of Grades" was first developed.
Futures are a market mechanism for trading future commodities. In the "Futures Trading of Grades" game, every student was turned into a futures brand and a virtual futures merchant at the same time. The course final grade was the value of futures commodities. Before the final settlement of the futures transaction, students could buy or sell others’ or even themselves futures to earn virtual cash in the game, and all the earning will finally be converted into
extra-credits of the course. The game mechanism of this futures market is established on nonzero sum games, which encourages students to use the tools learned in the classroom to analyze market trends for maximizing the winning rate. Through interviews with a total of 52 students, we found gamification of offline learning can indeed increase students' independent learning hours and willingness. Students were also trying to solve the internal computing mechanism of the game through discussion and cooperation. In addition to establishing a real-time feedback platform for course performance, the "Futures Trading of Grades" game is also a teaching software that allows students to interact with each other and learn data analysis and logical thinking skills. In addition, the platform's back-end data analysis can be further used as a reference for the design of long-term teaching games.
描述: 計畫與補助相關資料:http://scholars.ntou.edu.tw/cris/project/pj068482019-08-01T00:00:00Z