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Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/33423
DC FieldValueLanguage
dc.contributor.advisor招靜琪zh_TW
dc.contributor.advisorChao, Chin Chien_US
dc.contributor.author林淑媛zh_TW
dc.contributor.authorLin, Shu Yuanen_US
dc.creator林淑媛zh_TW
dc.creatorLin, Shu Yuanen_US
dc.date2006en_US
dc.date.accessioned2009-09-17T08:33:27Z-
dc.date.available2009-09-17T08:33:27Z-
dc.date.issued2009-09-17T08:33:27Z-
dc.identifierG0090951012en_US
dc.identifier.urihttps://nccur.lib.nccu.edu.tw/handle/140.119/33423-
dc.description碩士zh_TW
dc.description國立政治大學zh_TW
dc.description英國語文學系英語教學碩士在職專班zh_TW
dc.description90951012zh_TW
dc.description95zh_TW
dc.description.abstract本質性個案研究目的在探討以國際教育網路社群IEARN進行專題導向式跨國互動EFL學習的英語教學設計。該學習方式與教學模式特性諸多符合九年一貫課程改革理念。然而，在國內文獻及研究顯示，極少英語教師進行專題式網路教學設計。本研究個案是國中兩名英語教師與其班導學生為期兩年半的跨國文化專題學習。從個案訪談與課室觀察中發現，資訊科技融入英語教學，教師具備高度科技能力並非必要考量，而是教學策略、班級經營、師生合作為首務。\r\n 依據個案進行專題式導向學習過程中所面臨的挑戰與完成的歷程，研究者對教師、學校主管、教育當局與社會提出建言，以求改善與進步。這項教學革新並非只是順應課程改革，更是為了發展學生全面的學習與實踐終身學習為目標。zh_TW
dc.description.abstractThe purpose of this research is to understand the challenge of project-based telecommunication activities through the IEARN for EFL learning. The learning methods and teaching strategies of project-based learning (PBL) conform to the rationale of Grade 1-9 Curriculum reform. However, literature showed that very few EFL teachers became involved in PBL with information technology for instruction. This research, conducted as a case study in the qualitative methodology, describes how two junior high school English teachers and their homeroom students implemented PBL through international network and how they developed cross-culture awareness in half and two years. It was found that successful EFL learning infused with information technology relied much more on pedagogy, class management and teacher-student collaboration than on teacher`s computer skills. \r\n Based on the challenges and implement revealed in the process of PBL through telecommunication activities, the researcher gave suggestions to teachers, school administrators, educational authority and community for further improvement. The instructional innovation not only met educational reform standards but also developed EFL students` holistic learning in a lifelong fashion.en_US
dc.description.tableofcontentsAcknowledgments.........................................iv\r\nTable of Contents.......................................v\r\nList of Tables and Figures..............................vii\r\nChinese Abstract........................................viii\r\nEnglish Abstract........................................ix\r\n\r\nChapter \r\n1.Introduction...........................................1\r\n Motivation.............................................5\r\n Purpose................................................7\r\n Research Questions.....................................7\r\n Definition of Terms....................................8\r\n2.Literature Review......................................9\r\n The Reform of the Grade 1-9 Curriculum.................9\r\n Project-based Learning.................................12\r\n The Rationale About Project-based Learning.............19\r\n Project-based Learning for EFL Instruction.............24\r\n Project-based Learning for EFL Instruction with IT.....29\r\n Gap in the Literature..................................34\r\n3.Methodology............................................35\r\n Participants...........................................35\r\n The Four IEARN Projects................................40\r\n Research Design........................................43\r\n Data Sources...........................................44\r\n Data Collection Procedure..............................49\r\n4.Cases..................................................52\r\n Part A: Core Work of the Cases..........................54\r\n Teddy Bear Project.....................................54\r\n Computer Chronicles Project............................60\r\n Summary of the Instructional Process during the Project\r\n ......................................................61\r\n Part B: Individual Teaching.............................62\r\n Caron`s Class..........................................63\r\n Nancy`s Class..........................................88\r\n5.Findings and Discussion................................114\r\n Answers to Research Questions..........................114\r\n Findings and Discussion................................118\r\n Conclusion.............................................132\r\n6.Conclusion and Suggestions.............................134\r\n Overview of this Research..............................134\r\n Pedagogical Implications of PBL with IT for EFL \r\n Instruction...........................................135\r\n Suggestions for the Educational Circle and the Community\r\n ......................................................146\r\n Conclusion.............................................152\r\n Limitation of the Study and Suggestions for Future Study\r\n ......................................................153\r\n\r\nAppendixes\r\nA. Website and Webpage List..............................154\r\nB. \"The Teddy Bear Project\" Instructional Plans..........155\r\nC. The Writing Topics of the Teddy Bear Project (I), 2004\r\n ....................................................157\r\nD. Sample Timeline of the Computer Chronicles Project....159\r\nE. A Worksheet for Visiting Yunglien Temple..............160\r\nF. Questions to Interviewee (Final), for the Teachers....161\r\nG. One of Interview Transcripts..........................162\r\n\r\nReferences...............................................176zh_TW
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dc.language.isoen_US-
dc.source.urihttp://thesis.lib.nccu.edu.tw/record/#G0090951012en_US
dc.subject專題導向式學習zh_TW
dc.subject英語學習zh_TW
dc.subject通訊科技zh_TW
dc.subject資訊科技zh_TW
dc.subject電腦輔助語言學習zh_TW
dc.subject九年一貫課程zh_TW
dc.subjectproject-based learningen_US
dc.subjectEFLen_US
dc.subjecttelecommunicationen_US
dc.subjectinformation technology (IT)en_US
dc.subjectcomputer-assisted language learning (CALL)en_US
dc.subjectGrade 1-9 Curriculumen_US
dc.title以IEARN為主之專題導向式跨國互動EFL學習：以兩個國中班級為例之個案研究zh_TW
dc.titleIEARN as Project-based Telecommunication Activities for EFL Learning: A Case Study on Two Junior High Classroomsen_US
dc.typethesisen
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