N世代的學習問題及其對學校教育革新的啟示

The Learning Problems of Net-generation and Its Enlightenment on Education Innovation

侯一欣(Yi-Hsin Hou) ； 詹郁萱(Yu-Hsusan Chan)

《教師專業研究期刊》 2期 (2011/12) Pp. 1-17

https://doi.org/10.7054/JPT.201112.0001

摘要

結合高科技與全球化興起的N世代，其認知特質充滿非線性、愛想像、低組織與鮮明強烈的聲光刺激需求，在多工的學習方式下，思考往往不夠深入、缺乏系統的邏輯。雖然N世代對數位適應及其技能表現頗令人訝異，但他們所處的情境脈絡，卻面臨資訊科技促發知識暴漲、結合全球競爭的知識經濟等壓力，而帶來許多挑戰與問題：
首先，資訊科技的發達帶來知識爆漲，引起學習或統整的問題；
其次，「數位落差」造成學習上的不公義及均等問題；
最後，科技導致人際疏離帶來社會互動學習的問題。
是故，面對新世代新挑戰，學校應於課程與教學中採取以下策略以因應時代趨勢：
一、兼具傳統學科學習與跨學科思考；
二、適性差異的科技整合教學與評量；
三、科技作為教學輔具亦需兼具人文互動的社會情境。

關鍵字

N世代 ； 資訊融入教學 ； 數位學習 ； 數位原生

並列摘要

The Net-generation born in the era combined of high tech and globalization, whose cognitive learning is nonlinear, imaginative, multitask, low-organizational, non-logical, likes strong sound and light stimulation. Although their digital adaptation and digital skills is amazing, when facing the pressure of knowledge explosion by information technology and knowledge economy by global competition, they have too many difficulties to overcome. Take something for example: First, knowledge explosion by information technology lead to the dilemma about deep learning or integrative learning.
Second, ”digital divide” cause the problem of equal opportunity access to education.
Finally, Technology alienation incites the trouble of social learning.
In order to cater for Net-generation and the challenges of the times, school should take new strategies. Some are as follows.
First, teachers should consider both of disciplinary and interdisciplinary.
Second, teaching and evaluation of Technology integration should be adaptive.
Finally, using technology as teaching tools should consider social situation of humanities interaction.

並列關鍵字

Net generation ； Information technology integrated instruction ； Digital Learning ； digital natives