研究生: |
王佩瑜 |
---|---|
論文名稱: |
教師線上知識庫之設計與建置-以高中國文科為例 The Design and Development of an Online Knowledge Base for Teachers – Using Chinese Language Arts as an Example |
指導教授: | 林美娟 |
學位類別: |
碩士 Master |
系所名稱: |
資訊教育研究所 Graduate Institute of Information and Computer Education |
論文出版年: | 2004 |
畢業學年度: | 92 |
語文別: | 中文 |
論文頁數: | 112 |
中文關鍵詞: | 國文科 、學科內容知識 、教師進修 |
英文關鍵詞: | Chinese language arts, Content knowledge, Teachers' professional development |
論文種類: | 學術論文 |
相關次數: | 點閱:207 下載:25 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究以高中國文科教師為對象,旨在設計並建置國文科之學科內容知識資料庫,期能以之為基礎建立專業網站,以透過有效率的知識分享與查詢協助國文教師之專業發展。
為使所發展的系統能符合國文教師教學上的需求,我們邀請了三位資深高中國文教師參與本研究,一方面協助我們探討國內外現有教師專業網站之優劣處,另一方面就國文教師於學科知識上的需求及其知識組成加以分析。我們將國文科的學科知識分為人物、典籍、文章、文體、字、詞及句等七大部分,且明確定義出其相關屬性。接著,我們根據知識分析的結果設計並發展出線上資料庫,並輸入了高中國文教科書中兩百篇文章及其相關內容做為知識庫的基本內容。最後,我們邀請了十二位高中國文教師對本知識庫進行試用,以開放式問卷的方式評估此線上知識庫的可用性及其可能的應用方式。教師們認為此知識庫除了能夠幫助備課、命題、課堂教學及輔助新手教師熟悉教材,亦可成為學生搜尋知識及自學的有用工具。
This thesis describes design and development of a content knowledge base for Chinese language arts instruction. The aim is to construct a knowledge base that is capable of answering sophisticated queries about subject matter. Three experienced teachers participated in the development process to assist in defining the knowledge scope, designing knowledge structure and giving suggestions on user interface design. Based on the result of a detailed analysis on the intended usage as well as on the inherent knowledge structure, we classified the content knowledge of Chinese language arts into seven categories—personages, writings, books, literary forms, sentences, phrases and words. Attributes of each category and relationships among them were identified and a data schema for the knowledge base was derived from it. The knowledge base was finally implemented as a relational database. Knowledge items pertinent to the 200 writings selected from popular high school textbooks were loaded to the knowledge base and a pilot usability testing was conducted of twelve teachers. It revealed that the knowledge base was generally considered as a useful teaching tool, especially by novice teachers.
1.王詠(2003).國民中學國文科專家教師文言文教學專業知識內涵之研究.國立台灣師範大學教育研究所碩士論文.
2.王更生(1998).國文教學新論(重新修訂版).文海學術思想研究發展文教基金會.
3.王更生(2000).《當前高中國文教學問題芻議》.人文及社會科學教學通訊, 11(3),30-41.
4.王熙元(1983).《國文教學的三個層面》.教學語言研究,5,147-152.
5.王明通(1989).中學國文教學法研究.台北五南.
6.任拓書(2001).《延續聯考的公平形象》.大學入學考試中心-選才,82,1-2.
7.余學敏(2003).國民中學國文科專家教師語體文教學專業知識內涵之研究.國立台灣師範大學教育研究所碩士論文.
8.呂武志(1987).《我對語體文教學的看法》.台灣省高級中學教學輔導叢書國文科教學研究專輯(二),53-70.
9.吳美靜(2003).國民中學社會學習領域教師教學專業知識之個案研究.國立台灣師範大學公民教育與活動領導學系碩士論文.
10.吳道祥(1997).中國文學在臺灣區網際網路上的應用-以全球資訊網為例.輔仁大學中國文學系碩士論文.
11.林文瑛、楊國樞(1993).《大學聯考對大學教育的影響》.教育研究資訊雙月刊1(6).
12.林清標(1999).《期待國文教學的春天-新課程新教材新挑戰新契機》.國文天地,15(5),10-15.
13.林聆慈(2000).《新編國文教材試用報告》.國文天地,15(10),4-7.
14.林聆慈(1999).《高中國文的最愛與不愛-談一綱多本的選編》.國文天地,15(5),19-29.
15.林繼生(2001).《今夕的餘暉,明朝的曙光-從末代大學聯考國文試題談未來的學力測驗》.國文天地,17(3),84-88.
16.林曉雯(1994).國中生物教師教學表徵的詮釋性研究.台灣師範大學資訊教育研究所碩士論文.
17.洪國樑(2002).《北區「高中及大學國文教師座談會」會議紀錄》.人文及社會科學教學通訊,13(2),75-107.
18.教育部(1996).高級中學課程標準.
19.教育部(1994).國民中學國文課程標準.
20.張基成(1998).《教師專業成長網路學習社群之規劃及其預期效益與挑戰》.教學科技與媒體,(40),31-42.
21.陳秀妍(2002).國文科教師電腦知能訓練教材之設計.國立台灣師範大學資訊教育學系碩士論文.
22.陳惠齡(1999).《談高中國文現代文學教材的編選》.國文天地,15(10),15-20.
23.陳香吟(2003).網路化教師資訊能力本位課程發展之研究─以「簡報軟體教學應用及製作」為例.台灣師範大學資訊教育研究所碩士論文.
24.張凌倩(1999).資訊實習教師學科知識輔導之研究.台灣師範大學資訊教育研究所碩士論文.
25.張惠昭(1996).高中英文教師教學專業知識之探究.台灣師範大學資訊教育研究所碩士論文.
26.張雁婷(1997).教師學科教學知識之研究--以國中英語科為例.台灣師範大學資訊教育研究所碩士論文.
27.張美玉(1996).《反省思考的教學模式在教育實習課程的應用》.教育研究資訊雙月刊,4(6),88-108.
28.郭生玉(1993).《大學聯考對高中教育的影響》.教育研究資訊雙月刊1(1).
29.黃錦鋐(1998).《高中國文教科書之回顧》.人文及社會科學教學通訊,9(3),6-19.
30.黃錦鋐(2000).《高中國文教科書的過去現在與未來》.人文及社會科學教學通訊,11(3),6-25.
31.臧正一(2000).《杜鵑聲裡斜陽暮-當前高中國語文教育的困境與政策建言》.人文及社會科學教學通訊,11(4),37-51.
32.劉渼(1999).《開放與限制-範文編選的時間限制與設計模式的空間限制》.國文天地,15(5),4-9.
33.劉崇義(1999).《誰來把關新教材-以八十八學年高中國文第一冊為例》.國文天地,15(5),16-18.
34.蔡宜芳(2003).公立大學校院入學機會調查研究-新舊制度入學學生之比較.高雄師範大學教育研究所碩士論文.
35.鄭圓鈴(2001a).《國高中學力測驗的指標與範例(一)-能說出字詞的相關知識》.國文天地,17(4),61-65.
36.鄭圓鈴(2001b).《國高中學力測驗的指標與範例(二)-能說出句子的相關知識》.國文天地,17(5),78-83.
37.鄭圓鈴(2001c).《國高中學力測驗的指標與範例(三)-能說出段落的相關知識》.國文天地,17(6),87-91.
38.鄭圓鈴(2001d).《國高中學力測驗的指標與範例(四)-題組型閱讀理解能力(一)》.國文天地,17(7),70-76.
39.鄭圓鈴(2001e).《基本學力測驗對國文教學與評量的影響》.國文天地,17(3),68-75.
40.鄭圓鈴(2002a).《國高中學力測驗的指標與範例(五)-題組型閱讀理解能力(二)》.國文天地,17(8),96-102.
41.鄭圓鈴(2002b).《國高中學力測驗的指標與範例(六)-選擇型語文表達能力》.國文天地,17(8),99-105.
42.鄭圓鈴(2002c).《國文指定考科試題分析》.國文天地,18(4),4-10.
43.鄭圓鈴(2002d).你也是創意命題高手.萬卷樓圖書股份有限公司.
44.鄭秋霞(2001).從教育改革談台灣地區大學入學制度之變革.南華大學公共行政與政策研究所碩士論文.
45.賴哲信(2000).《斷層掃描-談高中國文新課文》.國文天地,15(10),8-14.
46.蘇秀錦(2002).《從指定考科參考試卷看修辭新趨勢》.國文天地,17(8),76-80.
47.Appleton, K. (1993). Using learning theory to guide practice: Teaching science from a constructive perspective. School science and Mathematics,93,269-274.
48.Barab, S.A., MaKinster, J.G., Moore, J.A. and Cunningham, D.J. (2001). Designing and building an on-line community: The struggle to support sociability in the Inquiry Learning Forum. Educational Technology, Research and Development, 49(4), 71-97.
49.Grossman, P. L & Richert, A. E.(1988). Unacknowledged knowledge growth:Are examination of the effects of teacher education. Teaching & Teacher Education, 4(1),53-62.
50.Hargreaves, A (1992). Cultures of teaching: a focus for change .In Hargreaves, A. and Fullan. M. G. (eds), Understanding Teacher Development. London: Casell.
51.John W. Creswell (2002). Educational Research : planning, conducting, and evaluating quantitative and qualitative research.
52.King, K.P. (2002). Identifying success in online teacher education and professional development. The Internet and Higher Education, 5(3), 231-246.
53.King, K. P. (2002). Educational technology professional development as transformative learning opportunities. Computers & Education, 39, 283-297.
54.Knight, P. (2002). A systemic approach to professional development: learning as practice. Teaching and Teacher Education, 18(3), 229-241.
55.Lakoff, G. and Johnson, M. (1980). Metaphors we live by. Chicago: Univ. of Chicago Press.
56.Marx, R.W., Blumenfeld, P.C. and Krajcik, J. S. (1998). New Technologies for teacher professional development. Teaching and Teacher Education, 14(1), 33-52.
57.Mcdiarmid, G. W., D. L. Ball, & C. W. Anderson. (1989). Why staying one chapter ahead doesn't really work: subject- specific pedagogy. In Reynolds, (Ed.), Knowledge base for the beginning teachers. Oxford: Pergamon.
58.Renyi, J. (1998). Building learning into the teaching job. Educational Leadership, February 1998, 70-74.
59.Sasha A.Barab, James G Makinster, Julie A. Moore,Donald J.Cunningham(2001), Designing and Building an On-line Community : The Struggle to Support Sociability in the Inquiry Learning Forum. Educational Communications & Technology,49(4),71-97.
60.Schank, P., Fenton, J., Schlager, M., & Fusco, J. (1999). From MOO to MEOW: Domesticating technology for online communities. In Proceedings of the Third International Conference on Computer Support for Collaborative Learning. December 1999, 518-526.
61.Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
62.Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Reviewer, 57(1), 1-22.
63.Shulman, L. S. (1992). Portfolios for teacher education: A component of reflective teacher education. Paper presented at the annual meeting of the American Educational research Association, San Francisco.
64.Tsui, A.B.M., Wu, K.Y. and Sengupta, S. (1996). Enhancing teacher development through TeleNex--A computer network for english language teachers. System, 24(4), 461-476.
65.Wiske, M.S., Sick, M. and Wirsig, S. (2001). New technologies to support teaching for understanding. International Journal of Educational Research, 35(5), 483-501.
66.Yin, R. (1994). Case study research: design and methods (2nd ed.). Thousand Oaks, CA: Sage.
67.Zubizarreta, J. (1994).Teaching portfolios and the beginning teacher. Phi Delta Kappan,76,323-326.