融入課堂情意領域教學策略之遠距教學研製

The design and implementation of Distance Teaching for Affective Domain Teaching Strategy in class

楊家豪(Junho Yang)

指導教授 ： 黃國安

亞洲大學/資訊學院/資訊科學與應用學系碩士班/碩士(2004年)

摘要

遠距教學，可以克服許多自然及非自然所造成的困難，讓學生的學習不會中斷，目前大多數的遠距教學，缺乏良好的即時互動回饋，學校掌握學生程度只有依靠評量結果，老師無法掌握學生學習中的行為態度，即使學生努力學習，並通過評量，達到的也只是認知領域的教學目標，課程應該培養的態度則忽略掉，學生容易產生價值偏差。我們參考情意領域的教學策略，規劃了同步遠距教學的示範、相近、增強等教學機制和分析機制，配合機制採用討論教學方法，幫助老師透過即時討論互動來督促不專心或沒有參與的學生。實際教學評估的結果，確實比一般同步遠距教學更可以督促學生參與反應及專注狀態，給予學生即時的回饋，讓老師更能達到每一節課程的情意領域教學目標。

關鍵字

遠距教學 ； 情意領域教學 ； 同步討論教學

並列摘要

The Distance Teaching can overcome a lot of difficulties, which are caused by natural and unnatural factors and keep students’ studies from being broken down. But most Distance Teachings at present are scanty of immediate interaction. Schools depend on the outcomes of the tests to grasp students'' degree. Teachers can’t control students’ learning attitudes in their studies. Even if students can really make great efforts to learn and pass the test, the teaching objectives that we can achieve are limited to the Cognitive Domain. The correct attitudes that should be cultivated in courses are easy to be ignored, and it is easy for students to have aberrant values. We consult teaching tactics in the Affective Domain to plan the teaching and analyzing mechanism of Modeling, Contiguity, and Reinforcement of the synchronous Distance Teaching. To tie in with the mechanism to use the discussion teaching method, the platform help teachers, through the interaction of instantaneous discussion, to supervise those students that are not absorbed or do not participate in courses. Through the evaluated outcome of the practical teaching, we learn that the platform is actually more effective than others to press students to partaken in responses, to keep their concentration, and to give students instantaneous feedback. It makes teachers to achieve teaching objectives in the Affective Domain in each course.

並列關鍵字

Distance Teaching ； Distance Education ； Affective Domain Teaching ； Synchronous Discussion Teaching

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