| Autor: |
胡秋帆 Chiu-Fan Hu, 王恩慈 An-Tsu Wang, 吳正己 Cheng-Chih Wu, 林育慈 Yu-Tzu Lin |
| Jazyk: |
angličtina |
| Rok vydání: |
2020 |
| Předmět: |
|
| Zdroj: |
Bulletin of Educational Research, Vol 66, Iss 1, Pp 77-102 (2020) |
| ISSN: |
1028-8708 |
| Popis: |
十二年國教課綱增設科技領域資訊科技科目，該科學習內容包括「演算法」、「程式設計」、「系統平台」、「資料表示、處理及分析」、「資訊科技應用」及「資訊科技與人類社會」等類別，各類別下分別列出相關之學習概念，但所列出之學習概念範圍較大，致教師或學者常有不同解讀。本研究以德懷術探究學習概念下應包含之次概念，先邀請專家針對課綱草案41項學習概念草擬共117項次概念，經三回合調查後，達共識之次概念共92項，未達共識者有26項，惟其中15項已於課綱學習概念中明訂，故本研究最後提出107項建議學習之次概 念。本研究所得結果獲課綱參採，納入於課綱附錄的學習概念補充說明中。建議未來課綱修訂應以本研究方式進行學習次概念之調查，未來研究應增加國中資訊 教師人數以提升代表性，並提供大學教授更多教學現場之背景資料及經驗。 The new Information and Communication Technology (ICT) curriculum for the new 12-Year Basic Education in Taiwan consists of seven categories of knowledge: algorithms, programming, system platform, data representation and process, ICT application, and ICT & human society. The draft curriculum only outlined broader learning concepts under each category. This may be a flexible way but it might cause confusion when schools and teachers implement the curriculum. This study employed Delphi technique to identify sub-concepts under each learning concept of the curriculum. Twenty-one computer science educators from schools and universities served as the Delphi expert panel. After three rounds of questionnaire survey, 107 subconcepts were identified and recommended for students to learn. The results were adopted in the appendix of the final released version of the ICT curriculum. This study recommended that the secondary ICT curriculum or teaching guidelines should include sub-concepts; the number of junior high school computer teachers should be increased to match the expert representation; finally, more information and ICT course planning experience should be provided to professors. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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