混成式創意教學之研究-以教學媒體設計與應用為例

A case study of Blended Creative Teaching on Design and Application of Instructional Media Course in a Senior Vocational High School

陳乃綺(Chen Nai-Ci)

指導教授 ： 羅希哲博士

國立屏東科技大學/人文暨社會科學院/技術及職業教育研究所/碩士(2009年)

摘要

本研究旨在透過結合傳統課堂教學與部落格學習之「混成式創意教學」，做為「教學媒體設計與應用」課程的新教學方式，以彌補傳統教學的缺點，教學過程融入ATDE的應用，以增進師生討論互動，並檢視部落格應用於混成式創意教學中之成效，探究理想的混成式創意教學模式、作品完成度與專利申請之教學成效，以及學生學習態度的表現。本研究對象以高職幼保科二年級為主，以質性的教具作品特色表現、教學日誌、學習日誌、部落格功能的應用以及量化的問卷調查進行資料蒐集，為一質量並重的研究，加以分析及闡釋。研究結果發現：理想的混成式創意教學可分六期實施，並在過程中以ATDE進行互動討論，創意技法有助於教具設計創意的產生，亦有助於專利的申請。學習態度的問卷調查表現上均達顯著水準，獲得學生正向回饋與肯定，而部落格教學的運用則有助提高於師生、同儕間的互動，學習的相互觀摩，以及增加學生學習的成效，而混成式創意教學中的教師省思則有助於教師專業成長與教學調整。

關鍵字

創意教學 ； 混成式教學 ； 教學媒體設計與應用

並列摘要

This study aims to take “Blended Creative Teaching” that combines traditional classroom teaching and blog learning as a new teaching pattern to make up the shortcomings. The teaching process integrates the applications of ATDE to enhance the interactive discussion between the teacher and students and review the results of application of blog to blended creative teaching. It explores the teaching results of blended creative teaching model, the degree of completion of works and patent application and the students’ performance of learning attitude. The subjects of research are mainly the second-year students in the child care department of a vocational high school. It uses qualitative characteristics and performance of teaching tools, teaching diary, learning diary, the application of blog functions and quantitative questionnaire survey to collect information before analyzing and explaining the research that equally emphasizes on quality and quantity. The results found: the ideal blended creative teaching could be implemented in six periods and interactively discussed with ATDE in the process. Creative skills were helpful to generating creativeness of teaching design and the application of patent. The performance of questionnaire survey of learning attitude reached the level of significance that meant the blended creative teaching had positive feedback and affirmation from students. On the other hand, the blog teaching was helpful to the enhancement of interaction between the teacher and the students and peers, mutual view and emulation in learning and improved the learning performance and results by the students whereas the teacher reflection in the blended creative teaching was helpful to the growth of expertise and teaching adjustment by teacher.

並列關鍵字

creative teaching ； blended teaching ； design and application of teaching media

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