情意注意與反應目標之同步遠距教學機制研製

The Design and Implementation of a Synchronous Distance Education Procedure for Achieving the Attending and Responding Stage of the Affective Domain Teaching Goal

黃國安(Kuo-An Hwang) ； 楊家豪(Chia-Hao Yang)

《科學教育學刊》 14卷2期 (2006/04) Pp. 189-208

https://doi.org/10.6173/CJSE.2006.1402.04

摘要

遠距教學受距離影響，多數課程只注重認知領域的學習，強調知識的傳遞，而忽略課程所要培養學生的情意領域目標。本研究在同步遠距教學平台中，設計課堂情意注意及反應機制，透過機制，老師可以掌握學生在課程過程的專注和參與，給予即時回饋，督促學習者的學習情意，達到每節課所要達到的情意領域注意和反應目標。我們實作此一系統機制，並進行課程實驗，利用問卷量表及訪談方式比較前後差異，其結果顯示，所研究的機制確實能督促學習者，達到情意領域教學目標的反應階段。

關鍵字

同步遠距教學 ； 情意教學目標 ； 情意領域教學

並列摘要

Distance education courses must cope with the difficulties imposed by delivering a class at a distance whereas most courses only have to pay attention to the cognitive aspects of the class. Distance education classes which emphasize the transmission of knowledge and neglect course's effect on the students do not reach the affective domain teaching goal. This research outlines a way to include the affective aspects of teaching into the distance education. The procedure allows teachers to understand students' attitudes within the class and provides instant feedback to the teacher. Learners can also get information about their attitudes and help to reach the Affective Domain teaching goal of the courses. This procedure was implemented and investigated. Comparative assessments were made utilizing a questionnaire. The results show that the procedure can supervise learners and help them reach the response stage of the affective domain teaching goal.

並列關鍵字

Synchronism Distance Teaching ； Affective Domain Teaching Object ； Affective Domain Teaching

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