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  • 學位論文

國民小學資訊教育課程規劃之研究─以台北縣為例

A Study on design Information Education Curriculum for Primary School─An Example of the Taipei county

指導教授 : 蔡秉燁

摘要


教學成功與否,最重要的是課程內容好壞。九年一貫課程對資訊融入教學的議題討論甚多:包括教師如何應用資訊多媒體與豐富的網路資源,以及學生如何利用資訊科技主動建構知識、提升高層次創造思考能力等議題。坊間資訊課程設計,都以教育部頒訂的能力指標,作為課程教材編制參考。課程開發方法及過程多以科別、領域劃分,且由出版商尋找各領域優良教師或學者專家撰寫。這樣的情形造成幾種現象:(一)知識領域未結構化(二)片段式知識。(三)自編教材良宥不齊。 為建立學生的學習地圖,研究者藉由布魯納的結構主義課程論,將資訊教育知識結構化,形成『有意義的學習』,讓學生主動掌握資訊教育知識的基本結構。並藉蓋聶的累積學習理論,分析整個學習過程中必須先具備的元素,也就是:『先備知識』,運用學習階層概念,將知識架構中的元素予以獨立分析之後,就可建構出_概念結構圖。 本文探討國民小學資訊課程結構化之設計。將課程教材內的要素細分,決定彼此關連性,並透過詮釋結構理論分析出知識結構,最後產生結構化教材。本文主要目的是分析現行國民小學資訊教育課程的階層性,並說明如何應用在資訊課程規劃設計上,並以資訊教育課程架構圖加強學習之連貫性,使學習者對所學有整體歸納性之理解。

並列摘要


The quality of material possesses the greatest significance in instruction success. There are a lot of debates and issues on technology integration for nine-year integrated curriculum: including how teachers should employ multi-media information and abundant internet resources; and discussions on how students could use information technology to construct knowledge actively and promote high level of inventive and logical ability. Generally, the design of information curriculum becomes an editing reference of curriculum material according to the competence indicators established by Department of Education. The methods and processes of material development are often divided by subjects and fields, and publishers would find excellent teachers or professionals in each specific area to write. This circumstance caused a few phenomena: 1) knowledge domain has not been structuralized 2) fragmented knowledge 3) some of self-edition material is good, some is bad. In order to build up a learning map for students, the researcher used Bruner’s structuralism curriculum theory to structuralize knowledge of information education; meaningful learning is then created as a fundamental structure which students can master information education knowledge. By cumulative learning theory of Gagne, the research analyzed the prerequisite factors necessarily in a whole learning process, that is prior knowledge. Applying the concept of learning hierarchy, a map of concept structure is constructed after analyzing the elements of knowledge frame individually. This article investigated the design of structuralized information textbook of elementary schools. By classifying the essentials of curriculum material, their associations were determined. Moreover, through interpretive structural modeling (ISM), a knowledge structure is analyzed and produced structuralized material finally. The purpose of this work is analyzing the hierarchy of information education curriculum in current elementary schools and explaining how to apply it in the design of information material; and reinforcing learning coherence by composition of learning concept, so that learners can have the whole inductive understanding in what they learn.

參考文獻


陳志偉(2001)。台北市國民小學資訊教育實施策略之研究。國立台北師範學院國民教育研究所碩士論文,未出版,台北。
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被引用紀錄


王正宏(2009)。桃園縣國民小學資訊教育教材選用及其影響因素之研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2009.00928
李弘毅(2009)。國民小學學童資訊能力之研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2009.00751
李淑芳(2008)。國中數學科學習路徑分析之研究 ─以因數與倍數為例〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2008.01228
林德銘(2009)。桃園縣國小資訊教育課程實施現況之調查研究〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu200900985

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