| dc.creator (作者) | 陳明溥 | zh_TW |
| dc.creator (作者) | 吳淑鈴 | zh_TW |
| dc.date (日期) | 2005 | |
| dc.date.accessioned | 23-Oct-2017 10:57:58 (UTC+8) | - |
| dc.date.available | 23-Oct-2017 10:57:58 (UTC+8) | - |
| dc.date.issued (上傳時間) | 23-Oct-2017 10:57:58 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/113961 | - |
| dc.description.abstract (摘要) | 本研究旨在探討教學產出策略對在職教師數位教材製作成效的影響。研究樣本為55位在職教師，以研習班別為單位分派為「形成性產出組」及「總結性產出組」；教師所具備之電腦先備知識則分為高先備知識組與低先備知識組。研究結果發現：(1)在數位教材之教學設計成效上，形成性產出組顯著優於總結性產出組；高先備知識組顯著優於低先備知識組；(2)在工具使用成效上，形成性產出組與總結性產出組無顯著差異；但高先備知識組顯著優於低先備知識組；(3)在學習態度方面，學習者對教學活動的接受度、滿意度、及產出要求等均持正面的看法。 | |
| dc.description.abstract (摘要) | The purpose of this study was to investigate the effects of goal-setting on in-service teachers’ e-learning courseware development. There were 55 participants assigned into either the formative-goal group or the summative-goal group. Learners were identified as high prior knowledge or low prior knowledge according to their prior computer skills.The results showed that the formative-goal group outperformed the summative-goal group on courseware design, and high prior-knowledge group outperformed the low prior-knowledge group. On the performance of tool use, there was no significant difference found between groups, however, the high prior-knowledge group outperformed the low prior-knowledge group. Finally, participants showed positive attitudes toward the learning activities, the helpfulness, and the received goal-setting strategy. | |
| dc.format.extent | 667021 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | TANET 2005 台灣網際網路研討會論文集 | zh_TW |
| dc.relation (關聯) | 中小學數位學習研究 | zh_TW |
| dc.subject (關鍵詞) | 數位教材製作; 目標設定;電腦先備知識; 教學產出策略 | zh_TW |
| dc.subject (關鍵詞) | e-learning courseware; goal-setting; prior computer knowledge | en_US |
| dc.title (題名) | 教學產出策略在教師學習數位教材製作之探討 | zh_TW |
| dc.type (資料類型) | conference | |
