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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/56168

    Title: 數位學習融入創造力教學---教學效果及因果模式之探討(I)
    Other Titles: Integrating E-Learning into Creativity Instruction---Its Instructional Effects and Path Model
    Authors: 葉玉珠
    Contributors: 國立政治大學師資培育中心
    Creativity;blended learning;knowledge management;professional knowledge;personal teaching efficacy
    Keywords: 創造力;混合學習;知識管理;創造力專業知識;創造力教學效能
    Date: 2009
    Issue Date: 2012-11-30 10:44:38 (UTC+8)
    Abstract: 本研究為期二年,第一年的目的在(一)發展一個將知識管理融入混合學習(blended learning)的師資培訓課程,並探討其對提升職前教師「創造力教學」專業發展的效果;(二)探討促使此一訓練課程成功的機制。本研究第一年採準實驗設計中的單組前後測設計, 44位修習「創造力教學」之職前教師參與為期十七週的實驗教學。重複量數變異數分析和內容分析發現,本研究所設計的訓練課程能有效提升參與職前教師的創造力專業知識與個人教學效能。此外,混合學習、引導室練習、觀察學習、小組討論、同儕評量和回饋是促使此訓練課程成功的重要機制。
    This is a two-year study. The purposes of the first year were (1) to develop a teacher training program that integrates knowledge management (KM) and blended learning and examine its effects on pre-service teachers’ professional development in creativity instruction; and (2) to explore the mechanisms underlying the success of such KM-based training. Forty-four preservice teachers participated in this 17-week experimental instructional program. Repeated Measure Analysis of Variance and content analysis revealed that the training program designed in this study effectively improved pre-service teachers’ professional knowledge and personal teaching efficacy in their teaching of creativity. Moreover, this study showed that blended learning, guided practice, observational learning, group discussion, peer evaluation, and feedback are important mechanisms underlying this success.
    Relation: 應用研究
    研究期間:9808~ 9907
    Data Type: report
    Appears in Collections:[師資培育中心] 國科會研究計畫

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