教學設計理論與模式的評析及應用：以師院社會科教材教法為例

李宗薇

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教學設計理論與模式的評析及應用：以師院社會科教材教法為例

The critique and application of instructional design theory and model: Using social studies materials and methods as an example

李宗薇 , Ph.D　　Advisor：黃光雄;簡茂發　　

繁體中文

教學設計；社會科教材教法；教學設計理論；教學模式；行動省思； instructional design ； socail studies materials and methods ； instructional design theory ； instructional model ； reflective teaching

Abstract │ Reference (275) │ Times Cited (17) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

The purpose of this dissertation is to design and implement the course of social studies materials and methods in National Taipei Teachers College, and  to explore the possibility and limitation of instructional design.  Before designing the framework of the course and implementing, author did thorough literature review on the following core concepts: instructional design theory , instructional models, social studies in elementary schools and teacher preparation programs to clarify the meaning of key concepts.  Author uses in-depth interview with scholars, elementary school teachers, and students to gather more first hand field information.
The research takes a year and ten month to finish, and the actual application or implementation time is about four months (a semester).  After the implementation, the forty-one junior students who took the course feel satisfactory, and agree on the goal , activities and evaluation of the course, which is designed by the researcher. The only complaint is the study load, students think they spent too much time in homework and preparation of student teaching, though the outcome is pretty good. The conclusion of this research is as follow:
1.   The essence of instructional design can enhance the effectiveness of teaching.
2.   The characteristics  of instructional design theory is prescriptive, while the instructional design model is for specific target learner and context.
3.   The framework of this research is based on the” reflection in action” of the social studies materials and methods, and is two-stage.
4.   Establishing the partnership relationship with elementary school, which offers
student teaching opportunities.
5.   Using reflection-directed social studies materials and methods will have better
learning process and outcome
6.   Research on teaching effective involves many factors, and it needs further study.
Based on the above conclusion, author makes following suggestions to  administrative agencies of education, teacher preparation program and research‘s self-improvement:
1.   From the angle of macro-level instructional design, Department of Education should redesign the teacher preparation program.
2.   DOE should introduce reflective in action paradigm of  teacher preparation program.
3.   The teacher preparation agency should Implement the school-based instructional design to facilitate the connection of the curriculum.
4.   School boards and leaders should enhance the instructional design capability of teachers.
5.   Through reward system, teacher preparation agencies establish the partnership relationship with elementary school.
6.   Researcher should redesign the homework and assignments for the students.
7.   Researcher can consider web-site possibilities for follow-up study.

Reference ( 275 ) 〈TOP〉

李明芬(民88)：開展中的論辯。課程與教學季刊，2(4)，139-144。
連結：
黃俊傑(民84)：當前大學通識教育的實踐及其展望。全國大學通識教育研討會
連結：
發表之論文，國立中央大學、中華民國通識教育學會主辦。84年4月。
連結：
陳奎熹(民87)。學校組織與學校文化。載於陳奎熹主編：現代教育社會學(119- 131)。台北：師大書苑。
連結：
陳舜芬、丁志仁、洪儷瑜(民85)。師資培育與教師進修制度的檢討。教育研究所輯刊，37，40-100。
連結：

Times Cited (17) 〈TOP〉

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