Dissertations / Theses on the topic '實習成效'

碩士<br>致遠管理學院<br>教育研究所<br>91<br>An Investigation on the Practice Efficiency of Elementary School Intern Teachers in Kaohsiung Areas Abstract The purpose of this study was to realize the current status of the practice efficiency of elementary school intern teachers in Kaohsiung Areas. The thesis intended to bring up some specific suggestions, wishing that it can be a reference resource for the later research and the educational administrations. The most part using in this research is method of questionnaire survey and document analysis. According to the result of the document analysis, the researcher made a questionnaire related to the “practice efficiency of elementary school intern teachers in Kaohsiung areas” as the research tool; Take the intern teachers、principals、deans and intern guidance teacher of the appointed school as samples to process the research. Data are analyzed by MANOVA、UNIANOVA and Scheffe method. Through analyzing the questionnaires research, the findings are deduced as following: 1. The efficiency of educational practice between the male and female intern teachers were of no divergence. 2. There was of no divergence between the intern teachers of different academic degrees on the efficiency of educational practice. 3. There was notable divergence between the intern teachers of different ages on the efficiency of educational practice. 4. There was notable divergence between the intern teachers of different scale schools on the efficiency of educational practice. 5. There was divergence between the intern teachers of the schools in different areas on the efficiency of educational practice. 6. Government paid intern teachers performed better than the non-government paid intern teachers on the efficiency of educational practice. 7. The intern teachers got more praises from the interviewed teachers in the schools where there were more intern teachers. According to the findings above, the researcher proposes some suggestions as followed: 1. Suggestions to the intern teachers: reinforce professional abilities, enhance the practice efficiency on educational practice. （1）Attend academic conferences and enhance self professional abilities. （2）Engaging in the action research according to the teaching needs and educational problems. （3）Emphasis on the research of education and reinforce the teaching efficiency. （4）Strive for the chance to contact with students in different degrees to enhance the abilities of class management and school administrations. 2. Suggestions to the appointed schools: establish practice guidance system, and promote the atmosphere of research, improve the educational circumstance. （1）Reinforce the functions of teaching research institute. （2）Establish teaching guidance system. （3）Fulfill the check-up system of intern teachers in appointed school. （4）Establish teaching resource center in appointed school. （5）Establish Research Institute of Seven Studying Fields in appointed school. （6）Establish a learning-oriented school. （7）Principal and deans should pay more attention to the intern teachers. （8）Construct high-quality atmosphere and culture in the appointed schools. 3. Suggestions to the teacher training institutions: establish mature practice system and choose good-quality teachers to instruct the intern teachers. （1） As to the teacher training institutions: （a）Choose the high-quality school and sign cooperative plans in advance. （b）Provide the intern teachers the chances to training. （c）Teacher training canters should set up a standard about the educational practice. （d）Teacher training institutions should offer more support to the intern institution. （e）The curriculum of teacher training center should be focused on the practice curriculum in advance. （f）Cancel the cross-areas practice. （2）As to guiding teacher of the intern schools: （a）Instructive teacher of teacher training center should get in touch closely with the guiding teacher in the intern school. （b）The records of practice conference should be sent to the intern schools. （c）The instructor of teacher training center should pay a visit to the intern school. 4. Suggestions to the education authorities: provide more studying chances for the intern teachers in the remove districts. （1）The researching and studying conferences held by the local government should be held sometimes in the remove districts. （2）The government should provide more funds to encourage the schools to hold more research conferences. （3）Hold more teaching research camp during weekends. （4）Cancel government-paid teachers’ distribution regulations. （5）Make a visionary plan for intern teachers’ system. 5. Suggestions for further study （1）Expand population in this study. （2）Practical observation should be added into the research methods to get more information. （3）The questionnaire couldn’t contain every factors the researcher wanted to measure, so the efficiency of the questionnaire should be re-examed.

碩士<br>國立彰化師範大學<br>工業教育與技術學系<br>97<br>ABSTRACT The purpose of the research was to identify the self-efficacy of learning and atmosphere of electronics lab for vocational high school students applying cooperative learning. The research started from constructing the foundation of research by probing into the theoretical fundamentals, characteristics, methodologies, and processes of cooperative learning. The application of an experimental approach served to verify the efficacy of “student team-achievement grouping”. The experiment was proceeded following a quasi-experimental pretest-posttest design. The samples, consisted of two 11th-grade classes, were from the department of electrical technology at a vocational high school. The experimental and control groups were given cooperative learning approach and traditional instructions respectively and the experiment lasted for eight weeks. The instruments of the research included “achievement test in electronics lab”, “self-efficacy questionnaire”, and “classroom atmosphere questionnaire”. The analysis was based on independent sample t-test. The major findings of the research are as follows: 1.The performance of knowledge in electronics lab shows no significant difference by applying cooperative learning approach. 2.The performance of hands-on skills in electronics lab reveals significant difference by applying cooperative learning approach. 3.There is no significant difference in students’ self-efficiency of learning. 4.There is no significant difference in the classroom atmosphere. Keywords: cooperative learning, achievement of learning, self-efficacy of learning, classroom atmosphere .

碩士<br>國立彰化師範大學<br>工業教育學系<br>93<br>The purpose of this study was to probe into the relationship between factors of learning effectiveness and learning satisfaction of students who took practical skill program at vocational high school, and based on the results of correlation degree between learning satisfaction and learning effectiveness, it could serve as a reference to improve teaching in practical skill program at vocational high school. The population of this research was students who took practical skill program at vocational high school which were defined by Ministry of Education in academic year 2004, excluding Kinmen, Matsu. The total number of 1388 questionnaires were sent by ok sampling, and came out with 941 valid samples. The returned rate of valid questionnaires was 67.80%. The instrument was the questionnaire which constructed according to “The Questionnaire of Learning Satisfaction and Learning Effectiveness of Students Who Take Practical Skill Program at Vocational High School”. The validity analysis of the questionnaire was the experts’ content validity, and the reliability on Cronbach α=0.94. Many statistical analysis methods were used to exam the research questions, such as descriptive statistics, t-test, analysis of variance, Pearson product moment correlation, and so on. After statistical analyzing, the research conclusions were as follows: a. As for learning satisfaction of students who took practical skill program at vocational high school, the score of interpersonal relationship was the highest while the score of learning environment was the lowest. b. As for learning effectiveness of students who took practical skill program at vocational high school, the score of self identity was the best while the future after graduation represents the worst. c. In each aspect of learning satisfaction of students who took practical skill program at vocational high school, differences was resulted from particular various background variables. d. In each aspect of learning effectiveness of students who took practical skill program at vocational high school, differences was resulted from particular various background. e. finally, the correlation between learning satisfaction and learning effectiveness of students who took practical skill program at vocational high school, the interpersonal relationship and self identity were correlated ok while learning environment and learning achievement were correlated the least.

碩士<br>國立新竹教育大學<br>數位學習科技研究所<br>102<br>In the study field of astronomy, students may think of the movement of celestial bodies and their interaction by observing the sun, moon, and stars. The moon is the closest celestial body to the earth, so it is a suitable target for observation in astronomy education. In the 4th grade "The Moon" learning unit, students can realize the lunar phase is periodic by observing the movement of the moon in a regular and long-term manner. The application of APP in learning has become an important trend as the mobile devices become more and more popular. The software related to the moon observation such as Google Sky Map can be used to locate the moon by physical operation. Traditionally, teaching lunar concepts is based on didactic instruction in corporation with outdoor observation. Lin (2012) developed a moon observation system, called Moonsky, with the functions of recording lunar data such as the date (including lunar calendar), time, azimuth angle, elevation angle and lunar phases. This study added the function of uploading lunar data to the server for the teacher to exam the students’observational results conveniently. 　　In recent years, inquiry instruction was considered an effective teaching method to enhance the higher thinking level of students. The teacher can guide students to investigate the learning topic, and then use instructional tools to help students find out the answers and present their ideas. Therefore, it is suitable for teaching the lunar concepts. This study used the moon observation software Moonsky and Google Sky Map for the design of lunar teaching activities based on inquiry instruction. 　The learning achievements of "The Moon" learning unit using different observation tools and teaching methods were also investigated and the results can be used as a reference for science teachers in elementary schools. 　　A quasi-experimental research using nonequivalent pretest-posttest control group design was conducted on fourth graders for five weeks by dividing four classes into two experimental groups (using Moonsky), i.e.,　adoping inquiry instruction and didactic instruction, and two control groups　(using Google Sky Map), i.e. adopting inquiry instruction and didactic　instruction, respectively. According to the experimental results, 1. Using the inquiry instruction, the learning achievement of Moonsky is　significantly higher than that of Google Sky Map. However, there is no　significance difference between their learning achievements when using the　didactic instruction. 2 .The questionnaire results show that most students considered Moonsky and　Google Sky Map helpful for learning lunar concepts because both moon　observation tools provided the information needed in "The Moon" learning　unit. Besides, they could mostly understand the functions and the way of　their operation. 3.According to the posttest results, the experimental groups answered the　questions in "knowing the lunar calendar by lunar phases" correctly, and　their score are significantly higher than that of the control groups,　meaning that the application of MoonSky can help students develop the　relationship between the lunar calendar and lunar phases.

碩士<br>國立彰化師範大學<br>工業教育與技術學系<br>96<br>The purpose of the study is to explore the relation between the learning behavior in the professional practice course and skill-learning achievement of students of the department of Electrical Engineering in vocational high schools. Through literature review and questionnaire investigation, the study was carried out to target students of the department of Electrical Engineering in vocational high schools in Tainan City and Tainan County. 379 questionnaires were sent out, and 346 valid questionnaires were completed and returned. The acquired data was analyzed by using SPSS software with statistical methods of frequency distribution, percentage,mean, standard deviation, independent sample t-test,one factor analysis of variance(ANOVA), Pearson’s product–moment correlation and stepwise multiple regression,etc. According to the analytical results, we can reach the following conclusions: 1.On the whole, students of the department of Electrical Engineering have good learning behavior in the professional practice course. 2.The level of education of parents makes significant difference for students’ skill-learning achievement. 3.There is no significant difference in skill-learning achievement of students from different categorized schools. 4.The variation of occupation of parents makes no significant difference for students’ skill-learning achievement. 5.The more positive the students’ learning behavior is, the better the skill-learning achievement can be attained. 6.Students’ learning motivation and learning methods are important factors for skill-learning achievement. Keywords: electrical engineering, professional practice course, learning behavior, skill-learning achievement

碩士<br>國立彰化師範大學<br>工業教育與技術學系<br>99<br>The purpose of this study was to explore into the relationship between factors of effectiveness and learning attitude of students who majored in the section of die molding at public vocational high school。 The survey was to investigate and study with the literature review and the implementation of the section of die molding students at public vocational high school. 500 questionnaires were spread out, 458 valid questionnaires were completed and returned. The percentage of the valid feedback was 91.6%. The questionnaire Validity is content validity of experts, and the reliability on Conbachα=0.971. The date acquired was analyzed by using SPSS software with statistical methods of frequency distribution, percentage, mean, standard deviation, independent sample t-test, one factor analysis of variance(ANOVA),Pearson’s product-moment correlation and stepwise multiple regression. 1. As for learning attitude of students at public vocational high school, the score in performance of learning habits was the highest while the score in performance of teaching. 2. As for learning effectiveness of students who majored in the section of die molding at public vocational high school, the score in performance of affection was the highest while the score in performance of scribe cognitive learning was the worst. 3. In each aspect of learning attitude of students who majored in the section of die molding at public vocational high school, the differences resulted from particular various background variables. 4. In each aspect of learning effectiveness of students who majored in the section of die molding at public vocational high school, the differences resulted from particular various background variables. 5. To compare the learning attitude with learning effectiveness, the correlations between self-expectations and skill learning are the highest while the correlations between waste safety program and affection are the lowest.

碩士<br>國立彰化師範大學<br>工業教育與技術學系<br>95<br>ABSTRACT The purpose of this research was to investigate the impact of Problem-Solving Teaching Strategy on students’ learning effectiveness of Electrical-Machinery Lab course in Division of Electrical Technology of a selected vocational high school. Non-equivalent pretest-posttest group of Quasi-experimental design was adopted in this study. With purposive-sampling method, the subjects were drawn from students at the Department of Electrical Technology of National Cishan Agricultural and Industrial Vocational Senior High School. The subjects were divided into two groups: the experimental group and the control group. The control group was taught with traditional teaching strategy, while the experimental group problem-solving teaching strategy. All subjects were given a pretest to verify the difference of their prerequisite knowledge and skill. After the experimental teaching which was carried out for twenty-four sessions over the span of eight weeks, the posttests were administered. The posttests included the achievement test of Electrical Machinery Lab course and a questionnaire inquring students’ problem-solving attitude and comments. The conclusions were listed as follows: 1. The achievement test of Electrical Machinery Lab course in the experimental group was significantly better than the control group. 2. About the problem-solving attitude, the experimental group students were significantly better than the control group students on the performance of “problem-solving confidence” and “general problem-solving attitude.” There was no significant difference in “approach-avoidance style” and “self control.” 3. About the learning attitude, the experimental group students were significantly better than the control group students on the promotion of “learning motivation” and “general attitude.” There was no significant difference in “interaction between teacher and student,” “peer learning” and “recognition of curricula.” 4. There was a positive correlation between general problem-solving attitude and learning effectiveness of Electrical Machinery Lab course. 5. There was a positive correlation between general learning attitude and learning effectiveness of Electrical Machinery Lab course. Keywords: problem-solving teaching strategy, problem-solving attitude, learning effectiveness

碩士<br>國立彰化師範大學<br>工業教育與技術學系<br>99<br>ABSTRACT The purpose of the study was to the influence of students’ lab learning motivation and learning behavior on learning achievement in the Electrical Technology Department of Vocational Senior High Schools in central Taiwan. Through literature review and questionnaire investigation, the study was carried out to target students of the department of Electrical Engineering in vocational high schools in Taichung and Tainan County. Totally, we surveyed 728 students, 701 of them returned the questionnaires. However, the valid returned questionnaires were 695; the valid return rate was 95.4%. Employed descriptive statistics and hierarchical multiple regression to analyze our data, we obtained the following four conclusions： 1. On the whole, students of the department of Electrical Engineering have good learning behavior in the professional practice course. 2. There is no significant difference in skill-learning achievement of students from different categorized schools. 3. The more positive the students’ learning behavior is, the better the skill-learning achievement can be attained. 4. Students’ learning motivation and learning methods are important factors for skill-learning achievement. Keywords: electrical technology, trade lab course, learning motivation , learning behavior, skill-learning achievement

碩士<br>國立臺灣師範大學<br>人類發展與家庭學系在職進修碩士班<br>96<br>Abstract The purpose of this research was to investigate the implementation of Service-Learning in Integrative Activities course of junior-high school, the main research was a quasi-experimenta design, and makes qualitative data analysis subsidiary, according to the idea of Service-Learning research that design a set of Service-Learning course and explore the research effect to the junior school student of Service-Learning course after doing .At the same time,analys the problem of designs and promotes Service-Learning course inquire further that the problem and solution faced. The research employed “The Scale For Service-Learning of Integrative Activities course, make for quantize tool that research make up by myself, to understand the implementation effect in four aspects, such as oneself's concept, interpersonal relationships, social care, values, In addition, students’ written reflection, students’ service journals, the voice from thecommunity, and the researchers’ reflection were also analyzed as qualitative data. This research gets the main conclusion as follows: 1、Service-Learning course improves the ability , such as junior school student's self- concept, interpersonal relationships, social care, perspective, etc. All have obviously effect in such aspects as oneself's concept, interpersonal relationships, social care, perspective in promoting the junior school student, that has obvious improvement results in students' inherent speciality after experiment course. 2、It established with the cooperation between the community ,organization through Service-Learning course. Combine with community's life by Service-Learning course, offer the assistance in many aspects, such as manpower, care that the community and organization need,that establish with the relation of cooperating and growing up for a long time among the organizations. 3、Service-Learning and offer a new direction for the Integrative Activities course This research will Service-Learning and incorporate in Integrative Activities, it can enrich the teaching intension and it can offer the new development direction of the Integrative Activities course. 4、Service-Learning and can promote the administration, teaching and merger of community resources In the course of studying, to serving the designer who studies activity (such as the teacher) and the persons who lead (such as the teacher, voluntary labour parents, team's team leader), administrative unit (include the teaching unit, train and educate unit), teaching research association, community's parents, cooperative organization ….ect., contribute to carrying on the merger of the community and school resource.

碩士<br>國立彰化師範大學<br>工業教育與技術學系<br>100<br>This research aimed at discovering how the Computer- Simulation instruction effected vocational senior high school students’ learning achievements in the “Pneumatics Practice” subject in the Department of Mechanics, and understanding how students reacted after the Computer- Simulation instruction was carried out in their class. This research was a Quasi-experiment research. The participants were the students of Class B of the-eleventh- grade in the Department of Mechanics of National Lotung Industrial Vocational High School. They were divided into two groups. The Computer-Simulation teaching method was adopted in the experimental group while the traditional teaching method was used in the control group. This experimental teaching took twenty-four hours during eight weeks. Concerning the main conclusions, first, comparing with the traditional teaching method, students didn’t clearly show higher learning achievements in the cognitive level of “Pneumatics Practice” when the Computer- Simulation teaching method was adopted. Second, students showed more obvious learning achievements in practical skills of “Pneumatics Practice” with the Computer- Simulation teaching method than with the traditional teaching method. Next, with the Computer-Simulation teaching method, the researcher saved time for teaching skill practice of “Pneumatics Practice.” Finally, the students held positive attitudes towards the Computer- Simulation instruction; however, there were still some limitations in applying the Computer-Simulation teaching method to teaching On the other hand, some suggestions are listed in the following according to the results of the research. First, if Taiwanese can design our own Pneumatics-Simulation software, the time to adapt to it may be shortened and users may be willing to it much more. Second, in the subject of “Pneumatics Practice”, the Computer-Simulation instruction is worth being popularized, but traditional teaching method should be still preserved as well. Finally, the continuity of students’ learning motive should be paid attention to when using the Computer-Simulation instruction.

碩士<br>國立台北師範學院<br>兒童英語教育研究所<br>93<br>This study investigated the application of the web-based portfolio assessment in an elementary school EFL class. The web-based portfolio system was constructed by the researcher from an Active Server Page (ASP) program through Access database to present, update and evaluate the students’ portfolio. The system was implemented from February 20 to May 31, 2004, in a course of sixth grade at one elementary school in Taipei County. Among the multidimensional assessments, portfolio assessment has been one of the most frequently recommended alternatives since it could encourage and cultivate learners’ self-evaluation and self-reflection ability, and it could reflect authentic learning process of students. There are an increasing number of literatures on the success of integration of internet resources into language classrooms. This study designed and constructed a learning English portfolio on the World Wide Web architecture according to the portfolio concept. To this end, thirty-one sixth-graders of an elementary school in Taipei County were invited to apply web-based English learning portfolio. Both qualitative and quantitative research methods were used in this study. Research data were collected from classroom observations, questionnaires, interviews and student portfolios on the web. The findings are as follows: 1. Most students liked the activity, which promoted the children both English and information study interest and ability. 2. The reflects of students’ works and web-based peer assessment enhanced the students’ self- introspection and the question-solving ability, and the teacher’s understanding student''s learning situation and difficultly. 3. English teacher affirmed that the web-based portfolio system had truly solved the problem of the massive works storage and promoted her the effectiveness to grade students’ works on-line. The students manufactured the works more easily and faster. 4. The major difficulty which English teacher encountered through the activity was the curriculum arrangement. Time would be more abundant if the curriculum designs were integrated, and coordinated the school elastic curriculum with the subject curriculum implementation. The cooperation between English and information teacher could enhance the teaching effect. 5. The clear and complete function of the system made students operate with ease. The pictures and the partial contents need to be enriched and revised. Both the implementation and operation had worked quite well. Key word: English assessment, portfolio, learning attitude, peer assessment

碩士<br>國立彰化師範大學<br>工業教育學系在職進修專班<br>91<br>Awareness of a problem induced problem-solving teaching strategies. Thus, further exploration of the problem will accumulate a lot of relative data to refine the problem. The teachers can then design and decide the problem-solving plan, execute and evaluate the plan as well. After the problem has been solved, teacher could build up a new teaching model according to their previous experience. Mechanical drafting is not only a common international industrial language, but also a standard for product design and manufacture. In order to assist students to solve problem and to search for right answers effectively, teachers have choose an effective teaching strategy. The subjects of this study were first-grade students in a vocational high school. The quasi-experiment design was employed in this study. The experiment lasted for ten weeks, 60 hours in total. The subjects are divided into two groups; that is, the control group and the experimental group. The control group was taught by traditional teaching strategy method, and the experimental group was taught by problem-solving strategy including heuristic, simplifying the problem, working forward vs. backward, means-end analysis, analogy and diagram. Those teaching methods were used in " Mechanical Drafting " course, for delivering examples, demonstration and explanation. Students’ study records and practical records were collected. Suggestions for teaching "Mechanical Drafting " were provided. The findings and conclusions of this study were listed as follows： 1. According to the results of the achievement tests, students in the experimental group did much better than those in the control group. 2. The students in experimental group agreed that problem-solving strategy could enhance their ability of cognitive, psychomotor, and affective domains in “Mechanical Drafting” learning. Most students recognized that problem-solving teaching strategy was quite helpful in learning. 3. The problem-solving teaching strategy is free and easy to be applied in teaching. Thus, in order to make students learn more effectively ant to improve students problem-solving ability, merging problem-solving strategy in “Mechanical Drafting” course is worth trying. 4. Schools should hold seminars for teachers to acquire problem-solving strategy by inviting experts and scholars to demonstrate and interact with teachers. Meanwhile, when evaluating students’ performance of circuitry accomplished by students, teachers should let the students operate and explain by themselves to upgrade the learning effectiveness of students. Keywords：Problem-solving teaching strategy、Mechanical drafting practical course、 Learning effectiveness

碩士<br>國立中正大學<br>勞工研究所<br>89<br>ABSTRACT In face of the challenges of the digitally economical era coming, corporations understand the upgrading the manpower is very important issue. In order to achieve this task, practicing and building the e-learning system is becoming very popular and effective. Nevertheless there is no the theoretical gist to how to create the learning management system according to the characteristic of the corporation. The purpose of this thesis is trying to find the relationship between the learning style, which was defined by Kolb et al. 1985, learning method (E-learning and traditional classroom training) by assessing the learning performance and learning satisfactory grade. So we can build the learning management system simply and effectively in terms of the finding of this study. The object of this study is a famous corporation in the southern Taiwan and we choose the Microsoft Power Point as the applied lesson. At first, analyzing the learning style of all employees and practicing the pretest. After this, we set up two groups in accordance with the result of the analysis of learning style, and put e-learning and traditional classroom training in practice including the posttest and learning satisfactory grade investigation. In this thesis, we get some conclusions as below: 1.In this applied lesson, the learning performance of E-learning is better than the traditional classroom training. 2.Focused on the assimilator, the learning performance of E-learning is apparently better than the traditional classroom training. 3.Focused on the accommodator, it is only learning style that the learning performance of the traditional classroom training is better than E-learning. There are many varieties to building an effective learning management system. In this thesis, we recommend the corporation to build the database of learning style of employee. We can arrange the learning method of employee according the different learning performance in E-learning and the traditional classroom training. So the corporation can upgrade its manpower quickly and effectively in order to face the tough challenges in the future.

碩士<br>中央警察大學<br>警察政策研究所<br>104<br>The purpose of this study is to explore the effectiveness about the professional internship of Central Police University.In order to reach the purpose,this study figures out the results through the questionnaire to the 362 interns who have joined the extracurricular internship last year. 338 valid questionnaires were completed and returned. The percentage of the valid feedback was 93.3%. The data acquired was analyzed by SPSS 22.0 software with statistical methods,like percentage,independent sample t-test,one factor analysis of variance,Pearson correlation and multiple regression.Besides,this study also interview some officers who managed the internship work to receive the suggestions and to improve the current system of internship. According to the results, the following suggestions be reached: 1.To Central Police University: （1）The revolution of current system is necessary:the effectiveness of internship can be increased by the examination putting into effect.However,the“plan”is the major independent variable in this study,so we can expect that the effectiveness can be elevated by setting the plan appropriately. （2）Increasing the vists of instructors:the gap of theory and practice can be eliminated by increasing the vists of instructors which is figured out by the questionnaire and interview in this study. （3）Writing the journal and experience report in multivariate ways:the will which the interns react the predicament of internship can be elevated by writing the journal in multivariate ways,like social media,for example,facebook,google plus,and so on. 2.To the office of internship: （1）The assessment conference can also be hold with questionnaires:interns and instructors perhaps did not react the predicament of internship because of the special power relation or another factors. In view of above,using the questionnaire can prevent this situation and elevate the effectiveness. （2）Communicate with interns about the accommodation quality more and once:the accommodation quality can not be improved in a short duration of time.Therefore, the office of internship should communicate with interns about the issues again and again to let interns to adapt to the environment quickly. 3.To the ineterns:keeping the attitude that we are the guest in the office during the internship.Working and learning hard can let you experience the police work and life totally.

碩士<br>佛光大學<br>傳播學系<br>103<br>In recent years, "Mobile Learning" growing development, it cannot be limited to any geographical, time, and a so-called portable device to learn through such learning, will change the future of student learning mode, so that students can have more diverse ways of learning, can learn anytime, anywhere, even if only a short period of a few minutes can still be used effectively. This study used the Professional Mechanical curriculum "Pressure internship" with a lesson plan to do for the case, and to Lotung Engineering mechanical engineering sophomore B-class students do as experimental subjects, the use of quasi-experimental study, were divided into two a group of experimental and control groups before implementing measure after measure to understand the "mobile learning" could effectively improve student motivation. The control group during the study did not use action learning approach to teaching, the experimental group students received an action learning approach to teaching. Research tools including "Learning Motivation Scale", "pressure practice test paper A", "B pressure internship test paper," The results showed that: before and after the control test variables, the experimental group of students at the "promotion of motivation", "learning outcomes" and other projects, were significantly better than the control group students. The results showed that the experimental group was significantly enhance the motivation to learn, and effectively improved the effectiveness of teaching. This study can be used as the future of other courses of mobile learning effectiveness, motivation to enhance the study of reference.

碩士<br>國立彰化師範大學<br>物理學系<br>96<br>The study aims to investigate the influence of cooperative learning, applying on grade 9 students in TEAM, on learning the concept of magnetic effect of electric current. TEAM（Teaching with Exploration, Active learning and Multimedia）is a science classroom emphasizing exploration, active learning and application of multimedia. This classroom is set to cultivate students’ spirits of exploration and active learning and to enhance cooperative learning. It is hoped that TEAM can overcome the shortcomings resulting from the traditional passive learning. The subjects are junior high school students, who are divided into two groups, the experimental and control group. The former receives the cooperative learning method in TEAM and the latter the explanatory teaching approach. “Achievement tests” are used to examine the differences of subjects’ learning effects.“Questionnaires of attitudes toward science” are employed to observe the change of subjects’ learning attitudes. Moreover, “Questionnaires of What Is Happening in This Class, WIHIC” are adopted to probe into subjects’ feeling of the learning environment. Both of these two groups take pre-tests and post-tests. The results are as follows: Subjects of experimental group have significantly better performance than those of control group in 3 aspects of the magnetic effect of electric current achievement tests: the whole test, the parts of 「Long straight wire magnetic field」, and「Spiral linear coil magnetic field」. The same also goes for the another two parts:「Electro-magnet application」and「Motor」, though the differences are not so significant. Second, both the high and low achievement subjects of experimental group perform significantly better than their counterparts of the control group in the whole test of the magnetic effect of electric current achievement tests. Third, subjects of experimental group behave better in “Questionnaires of attitudes toward science.” Moreover, it is both the high and low achievement subjects of experimental group that supersede their counterparts. Finally, as for the total scores of WIHIC, and the separated scores of SC, TS, SI, I, TO,C and E, the subjects of experimental group get higher scores in the post-test than in the pre-test. This suggests that after the application of this approach, subjects’ feeling of learning environment have changed positively. In conclusion, the approach of applying cooperative learning in TEAM can benefit students no matter in the learning effects of magnetic effect of electric current, their attitudes toward science, or in their feeling of the learning environment. This indicates that applying the techniques of cooperative learning in TEAM has positive influence on junior high school students’ learning.

碩士<br>國立彰化師範大學<br>工業教育與技術學系<br>100<br>Abstract The purpose of the research is to explore the effectiveness of different teaching strategies which applied to Drawing Practice’s remedial instruction in vocational high school. In order to achieve the research goal, the study adopts quasi-experimental research. The used research tools include isometric drawing, learning achievement scale, and the after-learning attitude scale of remedial instruction’ effectiveness. The sample was 1st grade of 2010 academic year from Class A and B in National Yeong-Jing Industrial Vocational High School’s Machinery Division. The remedial instruction was specific for Drawing Practice. Twenty academically underachieved students from each of the two classes participated in the experimental research. All samples were divided into two groups. Group A adopted the traditional teaching methods while Group B adopted 3D graphics software-assisted teaching approach. Both groups used the same instructional materials and evaluation tools. For the purpose of attaining research findings, we analyze the empirical data to test the research hypotheses through statistic methods, such as paired-samples t test, one-way ANCOVA and one-way ANOVA. The main research conclusions are as follows: 1. There are significant differences in the academic achievements of the examined students under different remedial instructions adopting different teaching strategies. 2. There are significant differences in the academic achievements of the examined students under different remedial instructions adopting different teaching strategies. 3. Those students who used 3D drawing software in remedial instruction show positive satisfaction toward learning attitude.

碩士<br>臺北市立教育大學<br>課程與教學研究所課程與教學碩士學位在職進修專班<br>99<br>The research is to investigate the learning effect of interactive instruction of the mathematics picture book on primary students. An experiment designed with pre-test and post-test non-equivalent control group is conducted in this study.70 third graders form a primary school in New Taipei City were recruited and randomly assigned as the experimental group and the control group respectively.The experimental group was taught with interactive instruction of the mathematics picture book, lasting for three weeks, while the control group was taught with general mathematics instruction.Data were collected through pre-tests and post-tests of mathematics learning attitude and mathematics achievement performance. Then the results were analyzed by ANCOVA to determine the difference of the students’ mathematics learning attitude and mathematics achievement performance between two groups. The major findings of the study were: 1.Students in two groups are both median high level in the attitude toward mathematics learning. 2. Students in two groups are both median level in the ability toward mathematics learning. 3.Students in the experimental group have better attitude toward mathematics learning than those in the control group each on the aspects of the cognition, the affection,and the behavior. 4. Students in the experimental group have better ability toward mathematics learning than those in the control group each on the aspects of the graphing a data, the reasoning univariate graph ,and the reasoning two-dimensional graph. Finally, according to the results of the study, the author proposes several suggestions for schools, teachers, and further studies respectively.

碩士<br>國立屏東科技大學<br>技術及職業教育研究所<br>99<br>This thesis focuses on “ Pintung junior high schools’ students’ perceptions, learning attitudes, and learning effects of career development education”. First of all, it discusses about related theories and document of Career Development Education. In the survey, 760 8th grade students from different junior high schools of Pintung are selected. Using self- created “Pintung junior high schools’ students’ perceptions, learning attitudes, and learning effects of career development education survey “ as one of the research tools, assisted with SPSS14.0 to proceed Descriptive Statistics, T-test, One- Way ANOVA and Multi-regression Analysis etc to establish the following conclusions. First, junior high students from Pintung think that the career development education are completed and versatile. Second, students have positive attitude toward the career development courses. Third, students think that the career development courses are effective. Fourth, differences are shown between students who has different career development courses hours per week. Fifth, differences are shown in students learning attitude from individuals. Sixth, differences are shown in learning result of students of different schools, academic performances, and class hours. Seventh, students think that the practice of career development courses will directly affect individual’s academic performances and indirectly influence learning attitudes.

碩士<br>國立臺灣師範大學<br>特殊教育學系在職進修碩士班<br>93<br>The main purposes of this research are to investigate the current situation and learning effectiveness of Taipei Residential Education Program for gifted and talented students. In order to achieve the proposed purposes, this research not only analyzes the documents, but also adopts questionnaire to obtain the empirical data from 472 students in curriculum-type programs and 1122 students in activity-type programs. The research objects are gifted students from various schools in Taipei. To explore the learning effectiveness, data were analyzed through the method of Two-way ANOVA with SPSS 10.0. The major findings are as followed： 1. Current situation：Schools which don’t establish gifted resource classroom are more than schools that do(66﹪and 34﹪in 2003; 54﹪and 46﹪in 2004). The percentage of schools undertaking Taipei Residential gifted education program similar to their original gifted education program stereotype was 65﹪, while that of schools undertaking the gifted education program different from their original gifted education program stereotype was 35﹪. The percentage of primary school students was 43﹪, of junior high schools students 39﹪, and of senior high school students 18.2﹪. The percentage of male students is 48.2﹪, and of female students 51.8﹪. Students who receive original school’s gifted education program service stand for 27.7﹪, while students who don’t receive original school’s gifted education program service 72.3﹪. Activity-type programs and curriculum-type programs are in the ratio of 3：2 in 2003 and 2：1 in 2004. There are more academe and art programs than creativity, leadership and special talent programs. The topics of all the programs are full of diversity, including humanities, scientific knowledge and so on. 2.Learning effectiveness：Students agree that the programs help them to explore knowledge, obtain interpersonal opportunities; they also consider the curriculum and instruction of the program to be positive; they rate the above three aspects of learning effectiveness as “high” level (Liker –type five scale); the other aspects such as enhancing thinking skill ability, promoting affection development, and career influence, they rate them as “middle to high” level. 3.Curriculum-type programs survey analysis：Students of all education stages and of different programs rate the learning effectiveness aspects such as exploring knowledge, enhancing thinking skill ability, promoting affection development, obtaining interpersonal opportunities, and career influence, and the score doesn’t show any significant difference. However, primary school and junior high school students rate the aspect of curriculum and instruction higher than the senior high school students. Students of different gender and different programs rate the six learning effectiveness aspects, and the come out doesn’t show any significant difference, neither is the result from both of the students of gifted program as well as those of regular programs. 4.Activity-type programs survey analysis：In interpersonal opportunities aspect, junior high school students of “language and literature” programs rate higher than students of “mathematics, physics and chemistry “programs. Senior high school students of “mathematics, physics and chemistry “and” nature science” programs rate higher than students of “language and literature” programs. Primary and junior high school students of “language and literature” programs rate higher than senior high school students. In affection development aspect, students of “language and literature”and”nature science” programs rate higher than students of “mathematics, physics and chemistry “programs. In thinking skill ability aspect, students of the gifted education program rate higher than those of the regular education program, so do the curriculum and instruction aspect. Students of “nature science” programs rate higher than the students of “art” program. In curriculum and instruction aspect, students of “nature science” programs rate higher than the students of “mathematics, physics and chemistry “programs. The above are the findings for the references of education administration , schools as well as the follow-up researches.

碩士<br>國立彰化師範大學<br>工業教育與技術學系<br>100<br>The purpose of this study was to compare the effectiveness of “Basic Electricity“Practical Course whether there are significant differences with traditional teaching strategy and teaching strategy of combined with concept of error operation to serve as reference for future teaching. Quasi-experimental design was used for this study. Two groups of students participated in this study for eight weeks. The experimental group has 19 members, and the control group has 21 members. Pre-tests were given to both groups in the beginning of study in order to understand the differences of professional basic ability between the two groups. The experimental group was taught with teaching strategy of combined with concept of error operation, while the control group was taught with the traditional teaching strategy. Both group were taught the same topics during this study. After eight weeks, the post-tests were administrated. The achievement tests after study included paper and pen tests and skill tests to investigate the student’s cognitive and skill abilities, and view questionnaires extra for theexperimental group after study. The statistic procedure employed for analysis experimental data and testing the hypotheses were: Descriptive statistic, t test, and ANCOVA. The conclusions of this study were listed as follows: The results of this study revealed that the achievement tests(paper tests)’ grades in the experimental group were not significant better than the control group.But the achievement tests(skill tests)’ grades in the experimental group were significant better than the control group.And according to the questionnaire of experimental group students, most students had positive views for the teaching strategy of combined with error operation and concept.

碩士<br>國立彰化師範大學<br>資訊工程學系<br>100<br>This study aims to investigate how ARCS motivational model and cooperative learning influence technical program students to learn programming language. According to research purposes, the study used educational action research and nonequivalent pretest-posttest control group design as research methods. The study was implemented in Xinzhu HC high-level commercial Vocational school and 81 accounting department students who took 99 school year technical program were recruited as participants. Class 201(40 students) and class 202(41 students) served as the control group and the experimental group respectively. The experimental group adopted ARCS motivational model and cooperative learning method to teach students for four months(400 minutes), while the control group used traditional narrative method in the four-months long instruction. The research instrument included three scales: pre-test scale, questionnaire, post-test scale. This study used the independent sample t test, the paired sample t test and reliability and validity analysis to examine the hypotheses. Specifically speaking, the findings and suggestions of the study are as follows: 1. ARCS motivational model and cooperative learning are helpful for motivating students to learn programming language. 2. ARCS motivational model and cooperative learning have no significant influence on improving students’ performance in learning programming language. The research drew conclusions from the findings and provided specific suggestions to be the reference for the future researchers who implement ARCS motivational model and cooperative learning in their researches.

碩士<br>國立高雄師範大學<br>教育學系<br>99<br>After School Alternative Program is a kind of remedial instruction for the disadvantaged underachievers, and the goal is to realize social justice and educational equality.The program was promoted by the Ministry of Education (MOE) in 2005. The purpose of the study was to investigate the “ After School Alternative Program’s (ASAP)” current execution and learning effectiveness on the students of Kaohsiung City elementary school and junior high school. The research method on this study is survey research. The collected data were analyzed by using the statistical of One-Way ANOVA, Pearson Product-Moment Correlation, and Canonical Correlation, Multiple Regression. The conclusions of this study are: 1. The current state of the school’s current execution is in high level, means that the current execution has been well-done. The component in policy cognition of “school-administrative” and administrative operations of “ deputy ” scored higher. 2. The learning effectiveness on the students is in moderate level, and the affective learning effectiveness is better than the cognitive learning effectiveness. The component “classroom discussion and teacher-student interaction” and “attitude and learning adjustment ” are the most effective ones in cognitive learning effectiveness and affective learning effectiveness separately. 3. The reserved teachers have higher perception of the learning effectiveness then the others. 4. The schools getting high scores in the perception of current execution of ASAP have better learning effectiveness on the students. 5. The higher current execution of ASAP is, the higher performance of learning effectiveness on the students will be. 6. The current execution of ASAP can be used to predict students’ learning effectiveness and the item “administrative operations” is major predictive variable. Based on the data analysis results, this study provides suggestions respectively on education administrative, school administrative, teachers and future studies.

碩士<br>國立臺灣師範大學<br>化學系在職進修碩士班<br>97<br>Abstract The purpose of this research is to study the influence of integrating scientific history and laboratory teaching in physical science of junior high school. The sample of 70 students that were selected from the 8th grade students in Taoyuan County is employed for this study. The half of sample students was grouped into control and experimental ten teaching classes in the module of “Air composition and its characteristics” .The instruments of the achievement test, learning attitude measurement and questionnaire survey were used for the evaluation of the results. The findings of the teaching module “Air composition and its characteristics” from this action research are as follows: (1) The score of the achievement test for the experimental group is much better than that of the control group. Especially, the upper-half of experimental students is more remarkable in learning the more abstractable module. (2) The score of the learning attitude survey of the experimental group is much better than that of the control group. Interestingly, the lower-half of experimental students is much improved in learning attitude. (3) Nearly over 90% students of the questionnaire survey recognize this strategy to be helpful their learning in physical science. Key words: action teaching, integration teaching of scientific history and laboratory, learning achievement, learning attitude, abstraction module

碩士<br>國立新竹教育大學<br>應用科學系碩士班<br>95<br>abstract The purpose of this study was to discern the differences among the sixth graders, as instructed by cooperative learning jigsaw IV and traditional narrative method respectively, on math learning achievement, math learning interest and math learning retention effect. Two 6th -grade classes, one class experimental group, the other controlled group, at one elementary school in Taichung City were selected as research object. Under non-equivalent pre-post test design, the researcher instructed two-unit math-teaching by way of cooperative learning jigsaw IV on experimental group, whereas the other math teacher instructed two-unit math teaching by way of traditional narrative method on controlled group. The collected data were statistically analyzed by analysis of covariance and paired-sample t-test after teaching. The conclusions were as follows: 1. On math learning achievement, cooperative learning jigsaw IV is obviously superior to traditional narrative method. 2. On math learning interest, cooperative learning jigsaw IV is not obviously superior to traditional narrative method. 3. On math learning retention effect, both cooperative learning jigsaw IV and traditional narrative method are excellent. Key word: cooperative learning jigsaw IV, math learning achievement, math learning interest, math learning extending retention effect

碩士<br>國立東華大學<br>公共行政學系<br>103<br>The purpose of the study is to investigate the civil service workers’ attitudes toward professional development in-service training and the effectiveness of implementation. First, it analyzed the discrepancy among different personal attributions and learning attitude and effectiveness. Besides, it explored the correlation between the learning attitude and effectiveness in in-service training. The learning attitudes toward in-service training questionnaire and implementation of in-service training effectiveness questionnaire were conducted to collect the data. The 200 civil service workers in the four township office in the south of Hualien county were invited to fill in the questionnaire, including Juisui, Yuli, zhuoxi, Fuli township office. Among the 200 participants, 191 valid responses were collected. The data were analyzed on SSPS for windows 14.0 using method including T-Test, One-Way-ANOVA, Pearson Product-Moment Correlation Coefficient analysis. The findings were as follows: 1. Civil service workers had above the moderate perception on in-service learning attitude. 2. Civil service workers had more positive perception in the training learning effectiveness. 3. There was no significant difference in the learning attitudes with different personal attributions. 4. There was no significant difference in the training effectiveness with different personal attributions, but there was significant difference with training motivation. 5. There was positive relation between civil workers’ in-service training and effectiveness of implementation. Specific recommendations of the research conclusion were proposed as reference for the people of personnel units of various county and city governments, officials and employees, and other follow-up researches. Key Words: learning attitude, effectiveness

碩士<br>國立高雄師範大學<br>數學教學碩士班<br>100<br>The main purpose of this research is for designing lesson plans of linear equation in two variables and its corresponding figure in order to find out students’ learning processes and effects by using a teaching orientation of experience, observation and understanding. The design of this research focuses on the quality of a research. The collections of students’ learning outcomes are classroom observations, worksheets, handouts, learning diaries, teaching and self-examination diaries and semi-structured interviews. Then, transition and analysis of students’ learning process of linear equation in two variables and its figure can be observed by the researcher. Besides, the design of this research also relies on the quantity of this research. Both the experimental group and the controlled group are first-year students from the researcher’s junior high school in Kaohsiung city taking the written test, and the answers based on the test of these students are analyzed and discussed in order to examine students’ learning effects and differences by using a teaching orientation of experience, observation and understanding to study linear equation in two variables and its corresponding figure. Results obtained from the research are shown in the followings: [1] In the stage 1 from experience to observation, students can analyze and inspect linear equation in two variables and its corresponding figure by the inherent experiences and combine the new ideas with the inherent experiences to accumulate the learning effects through the self-observation. In the stage 2 from observation to understanding, it can be examined that students are able to think and apply the knowledge to solve problems of linear equation in two variables and its corresponding figure in order to increase the learning effects. [2] The T examination with independent samples of written tests has reached significant level. It means that students get better achievement in accepting the teaching activities of linear equation in two variables and its corresponding figure guiding by experience, observation and understanding than the traditional teaching method. [3] In the topic 『transferring the answer of linear equation in two variable into a point in the coordinate plane』, the experimental group has the same performance with the controlled group due to non-significant levels obtained by the T examination. It means that both group students have good understanding and little learning trouble in this topic. [4] In the topic 『building ideas of linear equation in two variable and its linear figure』, the experimental group has better performance than the controlled group due to significant levels obtained by the T examination. [5] In the topic 『understanding the relationships between the answer of linear equation in two variable and the intersection points of the figure in the coordinate plane』, the experimental group has better performance than the controlled group due to significant levels obtained by the T examination.

碩士<br>國立彰化師範大學<br>科學教育研究所<br>100<br>This study aims to discuss the effectiveness of different curricular activities by integrating different extent of computer simulation and lab experiments into the light refraction and lens units. Three classes of 8th graders in central Taiwan are chosen to be included in this study. By a quasi-experimental design, the three classes were assigned into 1) the computer simulation + lab experiment group, 2) the lab experiment + computer simulation group, and 3) the all computer simulation group. This study investigated the impact of different curricular activities on students’ understanding of science concepts, retention of science learning, modeling ability, and views of science models. Research instruments included the “light refraction and lens tests” , “modeling capacity test” , and the“ views of science models questionnaire”. We used descriptive statistics, one-way ANCOVA, and t-test. Qualitative data were analyzed for triangulation purposes. The major results are as follows: 1. After implementing the simulation-integrated curricular activities, all three groups showed significant improvement on their conceptual learning and learning retention . 2. The all computer simulation group performed better than the other two groups in their conceptual learning and learning retention. 3. On the "attribute structure" , "contextual structure", and “content and model function” constructs of views of models, the all computer simulation group outscored the other two groups. 4. In terms of students’ modeling ability, the results only showed significant differences between the all computer simulation group and the computer simulation + lab experiment group. 5. However, the results so no statistical significant differences between the computer simulation + lab experiment group and the lab experiment + computer simulation group in all the outcomes measured. Qualitative data also showed some other effects of integrating computer simulations into teaching, such as help students develop abstract ideas, or increase their learning interests. Suggestiongs for design of computer-simulation integrated activities and future research are provided.

碩士<br>國立高雄師範大學<br>生物科技系<br>107<br>This study was to explore the effect of implementing inquiry experiment activities on the science learning effectiveness and the attitude toward science among the fourth graders. This study mainly used quantitative research methods, supplemented by qualitative data analysis, and applied the research design of the experimental group and the control group. The subjects of the study were students from two classes in a fourth grade in Kaohsiung City. They were all taught in the same course unit: "Microorganisms and Food Preservation." One class is an experimental group, which was taught by " inquiry experiment activities"-- in the process of implementation, students were the main body, through the questioning, field observation, group discussion, the teaching procedures of the designed experiments, and finally, the rules were found out and the concepts were formed. The other class is the control group, teaching with "traditional experiment activities"- the mode was mainly based on the teacher's statement and supplemented by the students' discussion. Cooperate with the experimental process presented in the textbook to bring out the experimental motivation with simple questions and lead the students to understand the experimental process and principles. Then according to the experimental steps of the textbook, let the students operate by themselves, and then discuss the experimental results and experimental significance after completion. Before the course, the pre-tests of the "test of unit concept cognition " and the "scale of attitude towards science" were applied separately. One week after the completion of the course, the post-test was conducted to compare the difference between the two groups of students in the concept of cognition and attitude towards science after receiving different experimental teaching modes. Finally, the students in the experimental group were interviewed to analyze the students' feelings about " inquiry experimental teaching." The results of this investigation are as follows: 1. The experimental group's learning effect on unit concept cognition was significantly better than the control group. 2. Inquire experiment methods enhance students’ attitudes toward science. 3. The experimental group likes the way of inquiry-based experiments. Students believe that inquiry-based experiments can promote thinking and problem-solving skills, make experimental results more accurate, and contribute to the study of science and technology curriculum.