轉化與再生：資訊科技融入課程設計之實踐省思

Transformation and Regeneration: Reflections on the Process of Technology Integrated into Curriculum Design

余政賢(Cheng-Shian Yu) ； 梁雲霞(Yun-Hsia Liang)

《課程與教學》 11卷3期 (2008/07) Pp. 129-154

https://doi.org/10.6384/CIQ.200807.0129

摘要

本研究從教師即研究者的角度，在個人實踐經驗中，反省國小階段進行資訊科技融入課程時，應基於教育工作者自身的教育派典進行轉化與建構，針對課程意涵、科技潛力與促進學習等面向進行澄清與批判。本文論述焦點有三“第一，嘗試從文獻中釐清課程設計的意涵和資訊科技的角色；第二，進一步基於研究者的現場實踐經驗，提出反思；第三，針對學校現場的真實情境，重新框定問題核心，提出可行的架構。因此，本研究以國小社會學習領域為焦點，選擇以問題為主的學習、學生中心觀點以及實作表現之教育取向，提出一個整合『學科領域－學習者－真實能力』的資訊科技融入課程設計架構：數位化問題導向學習(Electronic Problem-based Learning, E-PBL)，作為未來運用科技於教育實踐之參考架構。

關鍵字

課程設計 ； 資訊融入 ； 問題導向學習 ； 行動中反思

並列摘要

This article is to present some critical reflections on e-learning design in field of elementary school curriculum based on insights gained from a series of design actions, experiences and modifications. A conceptual framework- ”Domain-Learner-Performance” is proposed for integration of technology and curriculum design in the elementary school level. It is suggested that the design process of e-learning is a transformation process which reflects different perspectives of educational paradigms and teacher's decisions, rather than merely deliver some types of multimedia products or electronic form of learning materials. The article begins with an examination on the nature of curriculum design and the role of technology. Then, an E-PBL (Electronic Problem-based Learning) model is suggested for technology integration with the subject of social studies based on the context of elementary school. This model could be regarded as an exploratory design framework for further test and discussion.

並列關鍵字

Curriculum Design ； Technology Integration ； Problem-based Learning ； Reflection in Action

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