頁籤選單縮合
題名 | 文化不是距離,面子不是問題--新型課程導入歷程之衝擊、省思與成長=An Action Learning Course in Taiwan--The Experience of Cross-cultural Dynamic and Transformational Process |
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作者 | 丁姵元; Ting, Pei-yuan; |
期刊 | 課程與教學 |
出版日期 | 20080400 |
卷期 | 11:2 2008.04[民97.04] |
頁次 | 頁101-126 |
分類號 | 525.34942 |
語文 | chi |
關鍵詞 | 中國文化; 行動學習; 自我揭露; 面子; Chinese culture; Action learning; Self-disclosure; Face; |
中文摘要 | 為了幫助商業教育中的學生結合理論和實務、培養問題解決能力和個人成長,一個在歐美已盛行的學習方法-「行動學習法」被引進到台灣。然而它是一個以西方文化為前提的教學方法,在中國文化為主的台灣實施必有其困難和挑戰。本文主要目的在於探討學生學習課程中文化衝擊和調適的學習歷程和結果。從文獻中,我們預測學生應該會因面子問題,在提問技巧、自我揭露和彼此挑戰上有困難,而資料顯示,他們不僅克服了文化障礙,經由不斷學習和反思,更創造了一個結合東西文化優點的新文化和學習情境。本文仔細說明了學生在學習過程中,文化衝擊和融合的過程,並希望可以提供給相關的教師和學者參考。 |
英文摘要 | This study aims to design, develop, and evaluate the netiquette curriculum for junior high school students in Taiwan. Based on "Systematic Instructional Designing Model" and problem-based learning (PBL) as an instructional strategy, this study developed three netiquette curriculum units and evaluated them formatively. Based on literature reviews, this study first explored the definitions, categories, concepts, concrete behaviors, general issues, and instructional strategies of the netiquette. This study also interviewed teachers and developed a "Netiquette cognition and behavior questionnaire" for junior high school students. After the field test of the curriculum units, the results indicated that students reached a 93% pass-rate in their cognitive test, and students' post-test scores were significantly higher than their pre-test scores. In respect of the effectiveness of the curriculum, it was shown that students' paid attention to instruction, felt interest in the topics, and agreed with the usability and importance of the netiquette. Regarding PBL, about 80% students enjoyed the PBL process and reached PBL goals. Finally, discussions and future research directions were also provided. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。