一所高中參與科技輔助自主學習計畫執行之個案研究

本研究旨在探討大樹高中（化名）參與科技輔助自主學習推動計畫之歷程。以半結構式訪談作為主要資料蒐集方法，訪談對象包括校長、教務主任、計畫承辦人兼課務組長等7人，研究結果如下：一、個案學校背景是有益於教與學、學校欲延續先前計畫及將少子化危機變為轉機等因素而參與計畫。二、個案學校建立完整的行政支持與教學配套機制得以順利推動。三、個案學校於課堂中落實科技輔助自主學習教學模式，力求達成計畫宗旨。四、個案學校參與此計畫在行政、教學與師生方面皆達到良好效益。根據本研究發現，提供建議及未來進一步研究參考。...

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Published inSchool Administrators no. 148; pp. 244 - 265
Main Authors 范熾文(Chih-Wen Fan), 郭浩芸(Hao-Yun Guo)
Format Journal Article
LanguageChinese
Published 台灣 社團法人中華民國學校行政研究學會 16.11.2023
Subjects
Mobile learning
Self-regulated learning
Technology-Supported Self-Regulated Learning
科技輔助自主學習
自主學習
行動學習
Self-regulated learning
科技輔助自主學習
Technology-Supported Self-Regulated Learning
Mobile learning
自主學習
行動學習
Online AccessGet full text
ISSN1606-8300
DOI10.6423/HHHC.202311_(148).0010

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Abstract 本研究旨在探討大樹高中（化名）參與科技輔助自主學習推動計畫之歷程。以半結構式訪談作為主要資料蒐集方法，訪談對象包括校長、教務主任、計畫承辦人兼課務組長等7人，研究結果如下：一、個案學校背景是有益於教與學、學校欲延續先前計畫及將少子化危機變為轉機等因素而參與計畫。二、個案學校建立完整的行政支持與教學配套機制得以順利推動。三、個案學校於課堂中落實科技輔助自主學習教學模式，力求達成計畫宗旨。四、個案學校參與此計畫在行政、教學與師生方面皆達到良好效益。根據本研究發現，提供建議及未來進一步研究參考。
AbstractList 本研究旨在探討大樹高中（化名）參與科技輔助自主學習推動計畫之歷程。以半結構式訪談作為主要資料蒐集方法，訪談對象包括校長、教務主任、計畫承辦人兼課務組長等7人，研究結果如下：一、個案學校背景是有益於教與學、學校欲延續先前計畫及將少子化危機變為轉機等因素而參與計畫。二、個案學校建立完整的行政支持與教學配套機制得以順利推動。三、個案學校於課堂中落實科技輔助自主學習教學模式，力求達成計畫宗旨。四、個案學校參與此計畫在行政、教學與師生方面皆達到良好效益。根據本研究發現，提供建議及未來進一步研究參考。
本研究旨在探討大樹高中（化名）參與科技輔助自主學習推動計畫之歷程。以半結構式訪談作為主要資料蒐集方法，訪談對象包括校長、教務主任、計畫承辦人兼課務組長等7人，研究結果如下：一、個案學校背景是有益於教與學、學校欲延續先前計畫及將少子化危機變為轉機等因素而參與計畫。二、個案學校建立完整的行政支持與教學配套機制得以順利推動。三、個案學校於課堂中落實科技輔助自主學習教學模式，力求達成計畫宗旨。四、個案學校參與此計畫在行政、教學與師生方面皆達到良好效益。根據本研究發現，提供建議及未來進一步研究參考
This study aims to explore the process of senior high school teachers who have implemented Technology-Supported Self-Regulated Learning Promotion Program. Semi-structured interview and document analysis are major research methods. The seven respondents involve the principal, director of academic affairs, and section chief of curriculum affairs who is also the contact person, and so on. The results of this research are as follows. (1) Through implementing technology application, school intended to advocate technology application in teaching, to anticipate positive effects on teaching along with learning, to continue previous programs, and to resolve the circumstances of low birth rate. (2) School executed the program successfully for the sake of complete administrative and teaching schemes. (3) School conducted Technology-Supported Self-Regulated Learning program in their class teaching schemes, and promoted technology application proactively in order to accomplish the program. (4) After implementing the progr
Author 范熾文(Chih-Wen Fan)
郭浩芸(Hao-Yun Guo)
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Issue 148
Keywords Self-regulated learning
科技輔助自主學習
Technology-Supported Self-Regulated Learning
Mobile learning
自主學習
行動學習
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Snippet 本研究旨在探討大樹高中（化名）參與科技輔助自主學習推動計畫之歷程。以半結構式訪談作為主要資料蒐集方法，訪談對象包括校長、教務主任、計畫承辦人兼課務組長等7人，研究...
This study aims to explore the process of senior high school teachers who have implemented Technology-Supported Self-Regulated Learning Promotion Program....
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StartPage 244
SubjectTerms Mobile learning
Self-regulated learning
Technology-Supported Self-Regulated Learning
科技輔助自主學習
自主學習
行動學習
Title 一所高中參與科技輔助自主學習計畫執行之個案研究
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