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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/150071


    Title: 運用設計導向的知識翻新教學以提升大學生的跨文化理解與學習成效
    Fostering Culture Understanding and Learning Effectiveness in Ultural Class Through Design-Oriented Knowledge Building Pedagogy
    Authors: 洪國財
    Hung, Guo-Tsai
    Contributors: 教育與心理研究
    Keywords: 知識論壇;知識翻新;設計導向旅行作品;跨文化理解;學習成效
    knowledge forum;knowledge building;design-oriented travel work;cross-cultural understanding;learning effectiveness
    Date: 2023-12
    Issue Date: 2024-02-29 15:19:55 (UTC+8)
    Abstract: 本研究的目的是要探索一個創新的教學方式，即以設計導向為主的知識翻新教學設計活動是否能提升臺灣學生之跨文化理解以及學習成效。據此，研究問題探索：一、學生個別於知識翻新教學活動中，文化知識建構的情形；二、學生自我反思評量呈現出的學習面向；三、自我反思評量的學習面向與知識論壇線上活動的相關性；四、知識論壇的設計旅行作品與知識論壇線上活動的相關性。本研究採用混合方式的個案研究，利用量化和質性方法蒐集知識論壇的資料並分析學生在線上科技平臺互動行為的活動情形。研究發現為：一、學生兩階段的文化知識建構有成長；二、學生自我反思評量呈現對跨文化的理解以及學習的成效；三、自我反思評量與知識論壇活動有相關；四、小組設計旅行作品與知識論壇參與情形有相關。根據研究結果，本研究對教學設計、跨文化教育提出相關建議。
    The purpose of the research project is to explore whether an innovative instruction, that is, design-oriented activities that focus on knowledge building, can improve Taiwanese students’ cross-cultural understanding, interest, and learning effectiveness. Accordingly, the research questions are to explore: (1) The cultural knowledge construction of individual students in knowledge building activities; (2) The aspects in students’ self-reflection evaluation; (3) The correlation between the learning effectiveness from self-reflection evaluation and the online activities of the knowledge forum; (4) The correlation between design travel works and the overall online activities in the knowledge forum. This study adopts a mixed approach, using quantitative and qualitative methods to collect data and analyze 40 Taiwanese junior college vocational school students’ interactive behaviors in knowledge forums. The results of the research are: (1) The mean number of students’ cultural knowledge construction activities has enhanced from first stage to second stage; (2) Two aspects of culture understanding and learning effectiveness are shown in students’ self-reflection evaluation; (3) Self-reflection evaluation and students’ activities in knowledge forum are positively correlated; (4) The high performance of group design travel works are correlated to the high participation in the knowledge forum activities. Based on the research results, some implications for designing curricular and pedagogical activities for cultural education were also discussed.
    Relation: 教育與心理研究, 46(4), 65-96
    Data Type: article
    DOI 連結: https://doi.org/10.53106/102498852023124604003
    DOI: 10.53106/102498852023124604003
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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