On Development and Dissemination of Distance Learning Courses for Both Elementary and Secondary Math and Science Teachers (III)

[[abstract]]本研究計劃目的是研發有效的遠距教學策略及設計數理遠距教學課程可供實習教師、在職教師進修、及職前師資訓練之用，以及開發九年一貫(9Y-1)，可供實施國中階段數理教學之用。本研究以行動研究的方式分三年進行：第一年研究主要工作為充實 數理科遠距在職輔導系統架構及試行數理教師之遠距教學及輔導，並發展在職教師網路進階進修課程之設計。第二年研究主要工作為擴大研究對象(在職數理教師)，利用行動的方式，輔導並評量其如何使用網路教學資源，發展學科教學知能，探討其發展 有效教學之成效並試行在職教師網路進修計畫。第三年：建立有效輔導使用網路資源的模式，並舉辦研習會，推廣在職數理教師使用網路資源於實際教學中。本計劃在第一年度研究成果包括：(1)建置二個研究推廣網站： (2)開發八門之進階課程教師進修。(3)發展九年一貫的教材分析之 E-Learning課程。(4)發展可供九年一貫國中一年級(自然與生活科技)的網路教學課程。第二年度研究成果包括：本研究利用Hi-FAME 架構共發展26 個自然與生活科技課程的 e-Learning 網路教學單元。本年度共進行182 個班級數的網路教學，並進行測試、分析此實徵性的教學效益及發展遠距教學教師培育輔導課程，共發展18 個師資培育e-Learning 相關課程。本研究在第二年度共有33 位國中教師参與此行動研究，順利進行此項實徵性的測試工作。第三年度研究成果推廣計劃包括：(1)舉辦操作研習會共22 場次，參與教師共計629 員並收集約200 名的問卷資料；(2)繼續深入探究網路評量策略與學習風格之學術性研究。本計劃發表學術論著研究成果包括國內外研討會18 篇；中文期刊4 篇；SSCI&TSSCI 論著各1 篇；碩士論文共完成10 篇。本報告即以其中較重要的部份呈現第三年的研究成果。[[abstract]]This research tried to develop effective Web-based curriculum for nine-year integrated curriculum (k-9) in Taiwan. The web-based curriculum have developed with rigorous knowledge structure, multimedia-enriched teaching environment and are provided with 2 self-paced and self-directed e-Learning opportunities for learners, we call this as Hi-FAME (High Feedback-Assessment-Multimedia Environment) Environment. This research have developed 26 e-Learning courseware of the ‘nature and life technology’ curriculum on the basis of Hi-FAME model. The 26 units of e-Learning materials will be tested by at least 182 classes in this year to evaluate the teaching and learning effectiveness. In addition, this research applies the internet technology to develop 18 e-Learning courses for teacher training, practice teacher training and in-service teacher life-long learning programs. All the courses are composed of the FFS (Frontpage Feedback System), V-FFS (VOD Frontpage Feedback System) and WATA (Web-based Assessment and Test Analysis System) e-Learning strategies. The major spirit of these courses is to arouse learners’ thinking, reflective learning and peer-learning, which make peers interact and emulate each other and inquiry actively and learn creatively. Moreover, learners in this e-Learning environment will form an teacher-student interaction and self-monitoring learning community. Besides improving the quality of the mathematics and science teacher and teaching environment, developing outstanding teaching strategies are the purposes we strive to arrive at. Moreover, the teacher training and research organizations, cooperative schools and concerned government departments are needed to facilitate compassing the purposes. There are 33 in-service junior high school teachers participating this research and the evaluating studies are administrated successfully now