102-103

2013

38

102 11 14

2013

10

13

STS

23

30

39

50

61

STAD

69

79

88

93

101

108

111

116

PBL

125

PBL

134

//

2013/11/14

2013

Application of the Mind Mapping on Teaching and Learning

Yi-Min Chen
Graduate Student, Graduate School of Science, National Dong Hwa University
Abstract
Through the teaching activity of mind mapping, it can help students to get knowledge faster
and enhance their study wish and ability of analizing questions. It does a great help to not only
teachers but also students. Therefore, this article begins from the meaning and basic theory of mind
mapping, then, explains the skill of mind mapping step by step. Furthermore, this article also
provides execptions to teachers for samples. Hope it can be a new tool no matter for teaching or
learning to achieve the goal of diversification and effective learning.
Key words: teaching, learning, mind mapping

//

2013/11/14

2013

(2006)

(
20022008)

(2003)

(Mind Mapping) Tony Buzan

Buzan

(2009Buzan, 2003; Mento & Jones,

1999)

(20062001
2004)

//

2013/11/14

2013

(20062009)

() (concept maps)

(Novak & Gowin, 1984; Romance & Vitale, 1999)

1 (2008)
1

-200855(2)
76-80

()

Buzan (2000) Use Your Head

(radiamt thinking)

()

//

2013/11/14

2013
(2009)

(2002Steyn & Boer,

1998)

(2009) (2007)

()

()

() 6 ()

() ()

()

4 (54 ~57 )
(XMind)

() A4
1

()

//

2013/11/14

2013
() ()
2

()

() ()

()

()
4

()

//

2013/11/14

2013

Entrekin (1992)

()
(2004) 21 2 40
12
90%

(2006) (1996)

()

(20052006) Reese
(1997)

(2001Wycoff, 1991)
()
(2005) (2004)

(2003)
(2004)

//

2013/11/14

2013

()
FarrandHussain Hennessy (2002)
600
10% (2004)

(
2004200520062006)
()

(2007Brinkmann, 2003; Peterson & Snyder, 1998)

()

(Margulies, 1991) Peterson Snyder (1998)

//

2013/11/14

2013

()

(2006)

()

(2008)

~
pp.65-104 (2004)

(2006)

pp.77-88 (2006)
pp.107-132
(2003)
pp.3-13
(1996)
(2002)
(2007)

(2005)

(2006)

pp.76-80 (2008)

//

2013/11/14

2013
(2004)

(2004)

(2004)

pp.14-18 (2001)

(2006)

pp.114-117 (2003)
(2009)

(2004)
2007
(2009)
Brinkmann, A.,Mind mapping as a tool in mathematics education,Mathematics Teacher, 96 (2),
pp. 96-101 (2003).
Buzan, T.,Use Your Head, UK: BBC (2000).
Buzan, T. (n. d.) Application of mind maps. Retrieved January 25, 2006, from the World Web Site
http://www.mind-map.com/mindmaps_applications.htm.
Entrekin, V. S.,Mathematical mind mapping,The Mathematics Teacher, 85(6), pp.444-445 (1992).
Farrand, P., Hussain, F., and Hennessy, E. M. E.,The efficacy of the 'mind map' study technique,
Medical Education, 36, pp. 426-431 (2002).
Margulies, N., Mapping inner space,A. Z. :Zephyr Press, Tucson (1991).
Mento, A. J., and Jones, R. M. ,Mind mapping in executive education: Applications and
outcomes,Journal of Management Development, 18(4), pp. 390-407 (1999).
Novak, J. D., and Gowin, D. B.,Learning how to learn, New York: Cambridge University Press
(1984).
Peterson, A. R., and Snyder, P. J.,Using mind maps to teach social problems analysis, Paper
presented at the Annual Meeting of the Society for the study of social problems. (48th, San
Francisco, CA, August 20-22) (1998).
Reese, E. B., Mind mapping texas landscapes: Postmodern pedagogy with or without computers,
Art Education, 50 (6), 25-32 (1997) .
Romance, N. R., and Vitale, M. R., Concept mapping as atool for learning: broadening the
framework for student-centered instruction,College teaching, 47, pp. 74-79(1999).
Steyn, T., and De Boer, A .,Mind mapping as a study tool for under prepared students in
mathematics and science, South African Journal of Ethnology, 21 (3), pp. 125-132 (1998).
Wycoff, J.,Mind mapping-your personal guide to exploring crsativity and problem-solving,New
York: Berkley(1991).
//

2013/11/14

2013

youtube

Moodle

//

2013/11/14

10

2013

-(
webcam)-

web

moodle

E-moodle

webcam

//

2013/11/14

11

2013

()
1.

2.
3.

4.

()

()

()

//

2013/11/14

12

2013

[1]
95
[2]2
1.598 [3]

[4]

//

2013/11/14

13

2013

[1]

[5]

[6]

1.

98
()()()()()
[7]
[8]
2.

1.

3.

4.

//

2013/11/14

14

2013
5.

1.

()

//

2013/11/14

15

2013

9850910

()
3 51 17
17 17 15 6
3 3
350
2-5

2. -

4. -

3.-

5. -

1 11 1 5 1
1 5

//

2013/11/14

16

2013
1.111

1.

2013
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//

2013/11/14

17

2013
5
1.(
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[9]
()

89S51 LED
( 6)
2013 [10] ( 7)

6.

7.

2.

2012
[11] 3 (BS2-IC)
12V 1 2

30 2 28
10 ( 19 ) 8-11

//

2013/11/14

18

2013

8.

10.

9.

11.

3.

4
12V 30-35 1-1.5
101 5 18
2012 12
13 26 [12 ]

//

2013/11/14

19

2013

12.

13.

4.

( 14)
5.

( 15)

//

2013/11/14

20

2013

14.

15.

1
5115

//

2013/11/14

21

2013

1.

""
pp.15-18(2011)

2.

"95 "
http://vtedu.ntust.edu.tw/front/bin/ptlist,7.phtml

3.

"98"
http://www-o.ntust.edu.tw/~vtedu/data/document/textbook/_1_.pdf

4.

"
pp.9-14(2011)

5.

"~"
http://www.news.high.edu.tw/news033/2009091001.asp?c=0200

6.

""
pp.109-115(2011)

7.

""

8.

""

9.

101

10. 2013
http://www2.nsysu.edu.tw/greenergy2013/index.html

11. 2012 5 http://www.ciam.org.tw

12. ""
102 4 PP.119-124

//

2013/11/14

22

2013

STS
123
1

3

2

STS

STSSTS
STS

--(STS)

STS

STS

//

2013/11/14

23

2013

() STS
STS
(Science)
(Technology)
(Society)(
1998)
()

(1)
(2)

(3)

(1)
(2)
(3)
Rhodes(1961) P( 1 )
P(1)(person)(a)
(b)(c)
(2)
(process)(a)(b)
(c)
(d)(3) (product)
(4)(place)

1 P
//

2013/11/14

24

2013
()STS
Graham(1986)(Problem Solving)(Decision making)
STS

Loncks-Horsley(1990) STS ( 2 )
(1)(2)(3)(4)
(1997)

Loncks-HorsleySTS

()
(creative teaching)

(1998) 1
1

W (why, what, who, when, where, how)

()()

KJ

(1)
(2)(3)(4)(5)

(1)(2)
(3)(4)(5)

//

2013/11/14

25

2013

(6)
(
)

19981989199319811994

()STS
STS STS
(formative
evaluation)
STS
STS 3

3 STS
//

2013/11/14

26

2013

()

4
()

1.
25

20
37.04%

21
38.89%

45.00%
40.00%

20

35.00%

2.

35

60.00%
30

30

55.56%

50.00%

25

40.00%

30.00%

15

25.00%

13
24.07%

10

20.00%

15

15.00%

10

10.00%

0
0.00%

0
0.00%

20

15

27.78%

20.00%

16.67%
0

0.00%

5.00%
0.00%

30.00%

10.00%

0.00%
0.00%

5
()()
()
(1)(2)

//

2013/11/14

27

2013

1.

( )

( )

35

60.00%

()

4.

( )

()

()

()

35

30

60.00%

30

55.56%

50.00%

55.56%
30

50.00%

30

25

25
20

15
10
18.52%

30.00%

10

20.00%

18.52%

4
7.41%

4
7.41%

0
1

30.00%

18.52%

15

10

10 10

40.00%

20

27.78%
15

15
10

21

40.00%

20 37.04%

27.78%

22
40.74%
38.89%

10
5

10.00%
0.00%
0 0 0.00%
0.00%
5

1.85%
7.41%
4
1

20.00%

18.52%
0.00%

18.52%

00
0.00%

10.00%
0.00%

6 ()-
()

2(1)(2)
(3)(6)(7)(8)(9)
7(5)
(4)
(10)

(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)

12
16
13
14
7
12
0
8
0
2
11
13
5
8
5
11
13
12
2
9

25
24
23
11
14
25
23
31
26
15

27
31
28
18
25
28
26
25
30
22

19
15
17
12
20
16
25
27
21
17
18
17
19
20
16
19
18
16
21
19

4
2
6
3
9
4
18
7
22
16
6
2
12
6
8
5
3
2
17
8

0
0
0
0
1
0
6
0
3
0
0
0
1
0
0
0
0
0
5
2

3(145.66)
(155.38)
F(1,105)=11.18, p<0.001)F(1,105)=7.52,
p<0.05)F(1,105)=6.81, p<0.05)
3

//

2013/11/14

28

2013
3

N
M
SD
N

52
9.93
52
48.06

10.62
52
48.28
52

M
51.46

SD
11.32

F
11.35*

52.17

11.16

7.68**
6.95**

52

49.32

10.14

52

51.75

11.11

52

145.66

28.34

52

155.38

31.84

* p0.001** p0.05

STS

STS

1.""pp.42-45(1974)
2."STS "pp.115-137(1995)
3.Yager, R. E., and P. Tamir., "STS approach:reasons,intension,accomplishments,and outcomes",
Science Education,77(6),pp.637-658(1993).
4.Rubba, P. A., "Perspectives on science-technology-society instruction",School Science and
Mathematics,87(3),pp.181-185(1987).
5."STS"575pp.10-19(1998)
6.""pp.2-9(1989)
7.Heath, P. A., "Organizing for STS teaching and learning: The doing of STS," Theory into Practice,
31(1),pp.52-58(1992).
8.""pp.430-433 (1998)
9.""
pp.29-33(1989)
10.""(1993)
11."()"
(1981)
12.""(1994)
13."STS "12
456-479(1998)

//

2013/11/14

29

2013

(cognitive strategy instruction)

(Theory of Communicative Action)

27 -

(,1993)

?
-

???

(1976):(2001)

//

2013/11/14

30

2013

speech act(1)
(illocutionary component)
(2)(propositional
component)

2003

3-1 :

//

2013/11/14

31

2013

:
-
---
----

--

--

//

2013/11/14

32

2013

---

--

---

//

2013/11/14

33

2013

2 :

--

----

--

--

----

--
:

3 :

--

//

2013/11/14

34

2013

--
-

---

3-2 :
5-

//

2013/11/14

35

2013
3-3
1.

2.

3.

4.

5.
3-4
1.:
2.:

3. 18 :

http://content.edu.tw/vocation/business/sc_sb/en/%A4H%AE%E6%B4%FA%C5%E7.htm

3-5

:
:?

..
:?

1. ()

2.
()

3.
()

4. ()

5.
?()

//

2013/11/14

36

2013

:
?
()
()
() ()
()
:
()--3
()--2

() --4
() --1

??

:
,

:
"
"

//

2013/11/14

37

2013

(1900) :
1995
(1986):
(1991):
2002

1993

(1996)
(1997):
(1998):
199738 9-13
(1997) (JHabermas) (J.-F. FLyotard)
4073-90
2003362

//

2013/11/14

38

2013

1 2 3
1

2
3

Moodle

1.

[1]
[2]

//

2013/11/14

39

2013

[3](1991)
;(
)[4]

2.
2.1

[5]
[6]

[7]
:1.;2.
;3.

2.2

[8]

[9]

[10]:1.
//

2013/11/14

40

2013

;2.

;3.

:1.
;2.;3.

2.3

[11]

[12]

:[13]
[14]

3.

//

2013/11/14

41

2013

3.1

Moodle

10
1710Moodle

11
11

AB
14
YouTube

1516

17
7

3.2
210
568Moodle

//

2013/11/14

42

2013

MDU
:

3.2.1 MDU
MoodleMDU
7

3.2.2

3.2.3

//

2013/11/14

43

2013
1

-30

-30

-20

-10

-10

3.2.4

106521

(Likert)

4.

4.1
4.1.1
2

()

1.546

.198

.557

.054

Beta
.725

7.794

.000

10.253

.000

.725t 10.253
p <0.05

4.1.2
3

B
()

1.006

.240

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Beta

//

.752

4.199

.000

11.110

.000

2013/11/14

44

2013
0.752t
11.110 p <0.05

4.2

.792**

.725**

.000

.000

Pearson

25.659

25.668

24.193

.267

.267

.252

97

97

97

.752**

Pearson

.792

**

.000

25.668

40.904

31.682

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.426

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97

97

97

Pearson

.725**

.752**

.000

.000

24.193

31.682

43.425

.252

.330

.452

97

97

97

.000

.792

.725

.792

.752

.725

.752

//

2013/11/14

45

2013

4.3

0.600

4.3.1 -
6219
0.637
6
5
5
17210.3773

6 -

1. 17.

.289

2. 19.

.637

4. 21.

.352

5. 18.

.383

17.

.377

18.
6.

19.

.285

.356

.245

20.

//

2013/11/14

46

2013
21.

.377

7. 21.

.310

8. 19.

.606

9. 21.

.271

4.3.2 -
71620
0.688

15
4
4190.3693

7 -

.339

.378

12. 17.

.306

18.
13.

21.

.603

.336

14. 21.

.355

17.
15.

18.

.359

.361

17.
11.

18.

//

2013/11/14

47

2013
19.

.369

21.

.301

18.

.382

16. 20.

.688

21.

.164

5.
Moodle

SPSS

0.40-0.69
16 20

0.245~0.377

15 0.301~0369
6 7

1.

"
-"82pp.25-44(2006)

2.

""
pp.15-P22(2012)

//

2013/11/14

48

2013
3.

,""12
2pp.15-P36(2007)

4.

""
(2000)

5.

""
(2008)

6.

""
(2010)

7.

""
(2008)

8.

""
(2004)

9.

""
(2011)

10. 98 "
"(2009)
11. "
"(2011)
12. "
"
(2011)
13. ""
(2002)
14. "
"(2011)
15. "
"(2012)
16. ""
(2012)
17. ""
(2012)
18. ":"
(2007)
19. ":"
(2010)
20. ""
(2010)
//

2013/11/14

49

2013

A Study of Interactive Whiteboard into the Vocational High

School Teaching

5 5

Abstract
The purpose of this study aimed to explore the effectiveness of interactive whiteboard (IWB)
in teaching at a Vocational high school. The study was adopted by methods of depth interview and
questionnaire. Subjects in the focused depth interview for five teachers in Pingtung County, while
the subjects for the survey were students in the classes taught by the said five teachers. The
objectives of the study were to investigate how the teachers used IWB to teach and its impact, and
how the students were satisfied with the adoption of IWB.
The results revealed that teachers confirmed the IWB will promote the positive effects of
Teaching and Learning. In education system, the ranks of digitalized single beam projector will
be replaced by IWB. But the busy teaching work, insufficient knowledge of Information
Technology, No assigned people to maintain the machine, all of these caused teachers weakening
the interest to use the IWB. According to the study, the application of IWB changed the current
classroom teaching mode, some appropriate management and training courses will improve the
motive for teachers to use the IWB. IWB helped teachers to enhance their teaching, and students
had positive learning satisfaction with the adoption of IWB. There are four suggestions referred as
follow for the school, teachers, and future researchers were also made in this study.
Keyword: Interactive whiteboardVocational high schoolEffectiveness
//

2013/11/14

50

2013

Interactive Whiteboard

2008[1]2009

IWB

IWB

12
3

1
23

1USB

Belland (2009) [2]

//

2013/11/14

51

2013

Moersch (2010)[3]0-6

0. (No use)
1. (Awareness)
2. (Exploration)

3. (Infusion)
4. (Integration) (mechanical) (routine)

5. (Expansion)

6. (Refinement)

(2004)[4]
, ,

2009[5]2009[6]

2009[7]
(1).
(2).

//

2013/11/14

52

2013
(3).

(4).
(5).

(6).
(7).

(2012)[8]

(2012)[9]

(2010)[10]
1.
2.
3.
4.

(2012)[11]

//

2013/11/14

53

2013
(2012)[12]

(1)A--22

(2)B--23

(3)C--10

(4)D--2

(5)E--5

//

2013/11/14

54

2013

A01A
4
triangulation
(1).

(2).

5
(2010)[13]

Likert
5 30
Cronbachs .876

(1)

B02

.. D01

//

2013/11/14

55

2013

..E01

(2)

A03

..C04

..B03

..D06

(3)

A11

D13

E14

//

2013/11/14

56

2013
(4)

B17
D14
..E15

(5)

..
..A15
..
B19

C12
..D18

(6)

A22

C15

..E20

//

2013/11/14

57

2013

(7)

....B25

C18

..D21

2
11351 326 302
92.63%
(1)
1
(M=3.82) (M=3.81) (M=3.68) (M=3.52)
(M=3.51)3.67 (SD=0.63)Likert

1
Mean
SD

6
3.68
0.72

7
3.81
0.70

5
3.51
0.74

7
3.52
0.73

5
3.82
0.71

30
3.67
0.63

N=302

//

2013/11/14

58

2013

1
2

//

2013/11/14

59

2013

1.
2008
2.Belland, B. R, " Using the theory of habitus to move beyond thestudy of
integration, " Computers andEducation,52 (2), pp353-364(2009)

barriers to technology

3.Moersch, C. , " LoTi turns up the heat! , " Learning and Leading with Technology, 37 (5),
pp20-23 (2010).
4." "(2008)
5.""
(2009)
6.""
"2010
(2010)
7.""2013
10 9 http://www.hkedcity.net/
8."-
"(2012)
9.""
(2012)
10.""
(2010)
11."

"(2012)
12.""
(2012)

//

2013/11/14

60

2013

1 2
1

Abstract
By using action research method, dimensions of emotional stylepatterns affecting the way
you think, feel, and liveare applied to analysis calculus teaching. And some practical suggestions
also be concluded.
Keywords: action research, mathematics teaching, dimensions of emotional style.

//

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61

2013

Richard J. Davidson & Sharon Begley ()

2pp.13-16
Davidson

Kurt Lewin 1940 1950

1960
1990 2000

Richard J. Davidson & Sharon Begley

2pp.19-21
(emotional state)

(mood)

(emotional trait)
(grumpy)

//

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62

2013
(angry)
(emotional style)

2pp.34-36
pp.82-105

()

()

()
//

2013/11/14

63

2013

()

()

//

2013/11/14

64

2013

()

3
action research

1.

2.
3.
4.
5.

6.
7.

//

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2013

1.

2.

3.

4.

5.

//

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66

2013

1.

2.

1.

2.

1.

2.

1.

2.

1.

2.

1.

2.

//

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2013

1.Richard E. Mayer ""1997

2.Richard J. Davidson & Sharon Begley ""
pp.13-16pp.19-21pp.34-36pp.82-105(2013)
3.""1995

//

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68

2013

STAD
1*

2
2

STADStudent Teams-Achievement Divisions

STAD

Pretest-Posttest Control Group Design

STAD

SPSStt
STAD

STAD

STAD

STAD
STAD

//

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2013

Student Teams-Achievement
Divisions STAD

1700 J. Lancaster & A.

Bell [1]

1970
[2]
2

STAD

STAD
STAD
STAD
STAD

//

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70

2013

1.
2.
3. STAD
4.

1.
S

2.

3. 3 40 24
4.

STAD

[3][4]

[5] STAD LT
(
)

[6][7][8]
[2][9][10]

//

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2013
[9]

[10]

[11][12][2][12]

[13][14]
[2]
[11] [15][2]
[16]
[17]

2 51 30
750

S
STAD 27 14
13

1. TGT
2.
1

//

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72

2013

J. C. Raven (Raven's Colored

Progressive Matrices Test CPM)Raven
(Raven's Standard Progressive Matrices Test SPM PM) CPMCPM
SPM AB Ab CPM
SPM CDE Ab
ABCDE

[18]

Likert

12345

Asher & Dodge (1986) 547

0.550.68 p=0.001 Asher & Dodge

(1986) 200
1()=0.80

[6][7]
[9][9]
//

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73

2013

[19]

Likert

5
4
3
2

Pretest-Posttest Control Group Design
1
1

O1

STAD

O2

O3

O4

O2O1O4O3

()

SPSS 14.0
t

STAD

t
//

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74

2013

t
t

t
t

STAD
STAD STAD
STAD

0.05
p=0.495
p=0.627

p=0.260
p=0.971

STAD
STAD
4.0~4.99
50%49.3% 5 30.6%27.8%

0.05 STAD
p=0.000

STAD
t
//

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2013
t=-0.327p=0.373

STAD
t=-0.082p=0.468

t
p=0.677 STAD

STAD
t
t=-1.246p=0.112
STAD
t=-9.73p=0.170

t
p=0.328 STAD

STAD
t
t=-5.863p=0.000
STAD
t=-0.326p=0.373

t p=0.002

STAD

t
t=-4.53p=0.000
t
t=-2.167p=0.035 t
t=-0.201p=0.842 t
t=-0.621
p=0.537

//

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2013
STAD

[20]

STAD [21][22]

1. Graves, T., "The controversy over group rewards in cooperative classroom," Educational
Leadership, 48(7), pp.77-79 (1991).
2. ""
(2000)
3. ""
(2002).
4. ""
//

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2013
(2006)
5. "(STAD LT )
"(2003)
6. ""
(2001)
7. ""
(2004)
8. ""
(2006)
9. ""
(2005)
10. ""
(2005)
11. ""
(2003)
12. ""
(2009)
13. ""
(2002)
14. ""
(2006)
15. ""
(2009)
16. ""
pp.133-148 (2007)
17. ""
(2002)
18. "(jigsaw)
"(2003)
19. ""
(2005)
20. ""
pp.43-64 (2002)
21. Balfakih, Nagib M. A., "The Effectiveness of Student Team-Achievement Division (STAD) for
Teaching High School Chemistry in the United Arab Emirates," International Journal of
Science Education, 25(5), pp.605-624 (2003).
22. Tarim, K., Akdeniz, F., "The Effects of Cooperative Learning on Turkish Elementary Students'
Mathematics Achievement and Attitude towards Mathematics Using TAI and STAD Methods,"
Educational Studies in Mathematics, 67, pp.7791 (2008).
//

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2013

2
345
6

1
2
3
4
5
6

(:1989 ) 1

(:1989 )

1977 4
(:1991 2 )

(:1991 2 )

//

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79

2013
1.

2.

3.

//

2013/11/14

80

2013
7

10

11

12

1974 325489
::1989 ) 118
9

(1989 ) 30-31
10
::1989 ) 118
11

17 1
12

- 96
14-20
8

//

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81

2013

13

14

15

13

14

17 1
15
http://www.literature.idv.tw/bbs//link.asp?topic_id=1996

//

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82

2013
16

1
2

3
4

5
6
7

17

pet8

pe

yo8

jit8

kiong5

king5

chian

ching

16
17

//

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83

2013

san

suan

li2

gin7

bok8

bak8

hong5

ng5

kng3

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siong2

ciuN7

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it

cit

hai2

cing5

can5

liu5

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liu5

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18

[],
,

573217
5 7 7 3 3 2
2 1 1 7
532173
5 3 3 2 2 1
1 7 7 5
ptk 8 4 4 8
h 4 2 8 3

18

1999 45

//

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84

2013

19

CD

19

http://ws2.htes.chc.edu.tw/%B6m%A4g%B8%EA%AE%C6/language/w2.htm

//

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85

2013
20

21
1.

2.
3.

4.
5.

6.

(1989 ) 30-31
- 2007

(1989 )
1974
:1989 )
1999 45
:1989 )
20
21

nirc.encntc.edu.tw/modules/.../uploads/80/.doc

//

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86

2013

(1991 2 )
( 1989 )
_( 1991 )
1977 4

p.6-20

2002 3

p.6-12 2002 12 )

2006 10 )

2003 8 )

17 1 )

http://www.ysteacher.cn/Article/ShowArticle.asp?ArticleID=4690

http://www.literature.idv.tw/bbs//link.asp?topic_id=1996

nirc.encntc.edu.tw/modules/.../uploads/80/.doc

http://ws2.htes.chc.edu.tw/%B6m%A4g%B8%EA%AE%C6/language/w2.htm

http://140.122. 184.46/poetry/?q=node/15

//

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1987

1998[1]

Academic Quality Improvement Program, 2006[2]

European University Association, 2003[3]

//

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2013

2011[4]

2009[5]2009[6]

2006[7]

Green Milbourne1998[8]
2006[7]

Learning CenterLearning Assistance CenterLearning

Support Center
Learning Resources Center
Learning Strategies
CenterCenter for Teaching and Learning

Kerstiens, 1995[9]

//

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2013

Christ, 1971[10]

2006[7]

2012[11]
Ludeman2001[12]

Carranza
Ender2003[13]
2005[14]

2010[15]

28

//

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90

2013

//

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91

2013

1.23149-1691998
2.Academic Quality Improvement ProgramAQIP category one: Helping students learn. Retrieved
August 10, 2013, from http://www.aqip.org/index.php?option=com_content&task=view&id=96
&Itemid=136 (2006).
3.European University Association. Developing an internal quality culture in European universities:
Report on the quality culture project 2002-2003. Retrieved August 10, 2013, from
http://www.eua.be/eua/jsp/en/upload/QC_report_final.1076424814595.pdf (2003).
4.2013 8 15
http://www.uonline.nccu.edu.tw/index_content.asp?sn=1&an=123192011
5.
2009
6.
2009
7.
73105-1262006
8.Green, M. & Milbourne, L. Making learning support work. London, England: Further Education
Development Agency (ERIC Document Reproduction Service No. ED417345) (1998).
9.Kerstiens, G. Taxonomy of learning support services. Retrieved August 10, 2013, from
http://www.pvc.maricopa.edu/~lsche/proceedings/945_proc/945proc_kerstiens.htm (1995).
10. Christ, F. L. Systems for learning assistance: Learner, learning facilitators, and learning
centers. Retrieved August 10, 2013, from
http://www.pvc.maricopa.edu/~lsche/wiarchives/resources/articles/lass.htm (1971).
11.2013 8 15
http://ctl.tnua.edu.tw/e_paper/e_paper_c.php?SID=155&lang=zh-tw2012
12. Ludeman, R. B. (Ed.) The role of student affairs and services in higher education: A practical
manual for developing, implementing, and assessing student affairs programmes and
services (pp. 38-39). Paper presented at the International Association of Student Affairs and
Services Professionals. Retrieved August 10, 2013, from
http://www.studentenwerke.de/pdf/UNESCO_Handbuch_en.pdf (2001).
13. Carranza, C. & Ender, S. C. Responding to Students' Needs. In Student Academic Services (pp.
320-323). San Francisco, Jossey-Bass. (2003).
14.137108-120
2005
15.2013 8 15
http://w5.tku.edu.tw/feedback/support/index.php2010

//

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2013

1 2
1

1.

2.
[1][2][3]
[4]
3.

4.

//

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2013

100-101

(LED)
1
8051

2
8051

3
8051

Forth Forth
7
( LED )
30
8
50cm*70cm

10
MOSFET L293 (4.5 ) L293
NPNPNP
11

12
()
//

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94

2013

1 -

12
//

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95

2013

2 -

3 -

555
555

555 555

--

555 555

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96

2013
555

4 -

//

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97

2013

1.

81.5%

11.1%

7.4%

0.0%

0.0%

2.

44.4%

51.9%

3.7%

0.0%

0.0%

3.

40.7%

48.1%

11.1%

0.0%

0.0%

4.

40.7%

51.9%

7.4%

0.0%

0.0%

5.

37.0%

44.4%

18.5%

0.0%

0.0%

6. 44.4%

40.7%

14.8%

0.0%

0.0%

7.

51.9%

37.0%

11.1%

0.0%

0.0%

8.,

51.9%

33.3%

14.8%

0.0%

0.0%

9.

40.7%

37.0%

22.2%

0.0%

0.0%

10

51.9%

44.4%

3.7%

0.0%

0.0%

()

4.37

//

2013/11/14

98

2013

//

2013/11/14

99

2013

10

555

1. ""10(2),
pp.109-1342002
2. "
"2000
3. ""
1997
4. ""
1993
//

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100

2013

10 20
516 496
96.1

1990
6001000 2005[1]
90

2004[2]2005[3]2006[4]

//

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101

2013

2005[5]Biddle and
Mutrie(2002)Chelladurai
(1978, 1983)[6](LSS)

Chelladurai

2000[7]

2001[8]

2003[9]

2005[10]

2005[11]

20042006

2009[12]

//

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2013

10 20
516
496 96.1

26 26 6

132 125
5 120 96
.3 (CR)
3

1.

Bartletts KMO

1 .4
0.2 7936.344.000KMO
.920
920

63.9
2170.377.000KMO .833

63.5 485.788.000KMO
.851 68.4
Bagozzi1981 alpha
//

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103

2013
1 2
alpha

2. Cronbanchs
.90
.93

.84.83.83
.93
.90
.68
.87
.91Cronbachs .91
1

alpha

(.93)
-.04
-.41
-.40

(.84)
.31
.44

(.83)
.67

(.90)

alpha

alpha

(.93)
.21
.44
.40

(.90)
.42
.17

(.68)
.43

(.87)

alphaP0.05

1
2345

SPSS for Window18

3
3.74
3.422.532.23
3.633.58

//

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2013
3.102.553.44
3

2.23
2.53
3.74
3.42

0.85
0.85
0.80
0.72

4
3
1
2

3.63
2.55
3.10
3.58

0.77
0.72
0.62
0.71

1
4
3
2

3.44

0.77

-.490*
.240*
.597*
.613*

.109*
.236*
.046
.158*

-.193*
.190*
.328*
.364*

-.197*
.168*
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P.5

49.1

//

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105

2013
5

.623
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R2

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.199
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.450
.297
.160
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313.07*
215.38*
154.69*
118.57*

P.5

Chelladurai
(1983)

//

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106

2013

1. http://www.happyswimmer.org.tw/
2.
2004
3.
2005
4.
2006
5.
pp.1-182005
6. Chelladurai, P.(1978). A Multidimensional Model of Leadership. Unpublished Doctor
Dessertation, University of Waterloo, Ontario.
7. Chelladurai, P.(1978). Sport management. London: Sport Dynamics.
8. Chelladurai, P., & Carron, A. V.(1983). Athletic maturity and preferred leadership.
Journal of Sport Psychology, 5, 371-380.
9. 13
pp.127-182005
10.
2001
11.
2003
12.
15-2pp.205-2162005
13.
2005
14.
11-2 31-452005

//

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2013

(1)(2)
(3)(4)
(5)(6)

[1](1)
(2)(3)[2]
[1]
()

()

//

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2013

Gagne

()

3
(1)
(2)

()

()

()
why to dowhat to do

why to do

//

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109

2013

()

()

()
96

()

1.""(1999)
2."" 9 2
pp165-178(1998)

//

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110

2013

12
1

(1)(2)
(3)
(4)

(2011 -2014 )[1]

[2] Egan

(Psycho)(Motor)
[3]

2D

//

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2013

[4]

[5] French

Lohman

[6]

2D 3D
[7]
(1)(spatial orientation)
2D
3D (2)(spatial relation)
(3) (spatial
perception)
(4)(spatial visualization)
(5)(spatial organization)

[8]

McGee spatial visualization

spatial orientationCarroll
spatial relation
visuospatial perceptual speed
closure speedclosure flexibility
Carrol (1)(2)(3)
Carrol
[7]

//

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2013
2D 3D
2D 3D
2D

()

1.
(
)
2.

3.

45

4.

()

//

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113

2013

Learning by doing
2D 3D

()

()

()

()

1.
(1)A.
B.

(2)A.B.C.
D.
(3)A.B.C.

2.
(1)A.B.

(2)A.B.

(3)()A.()
B.()C.()D.()E.(
//

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114

2013
)F.()G.H.I.
J.

1.""
100 pp.23-52(2011)
2.""(1993)
3."Simpson,Harrow Goldberger "
(2001)
4.Doyle, R., Voyer, D., & Cherney, I. D., " Development of a spatial activity questionnaire II:
Validation", Journal of Applied Developmental Psychology(2012)
5.""
pp.83-104(2008)
6.Lohman, D. F. ,"Spatial abilities as traits, processes, and knowledge", In R. J. Stenverg (Ed.).
Advences in the psychology of human intelligence ,pp.181-248(1988).
7."" 3
4 (2007)
8."
(2002)

//

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115

2013

(2008)
(1992)

//

2013/11/14

116

2013

(2012)

96
60(83.3%)13
12.2%(2007)

2001

//

2013/11/14

117

2013
(2012)
(2001)

(2002)
(2003)

2011
----

2011e
e

--

1998

//

2013/11/14

118

2013

2000

2009

3
2002

2009

(2010)

//

2013/11/14

119

2013

28
17115122
1

2
http://elearning.hakka.gov.tw/default.aspx

2004 11 25

(2008)

//

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120

2013
1

102.9.2-9.6

102.9.9-9.14

102.9.16-9.18

102.9.23-9.27

102.9.30-10.4

102.10.7
10.11

102.10.
10.18

102.10.21
10.25

//

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121

2013

2
5

//

2013/11/14

122

2013

--
--

--

--

//

2013/11/14

123

2013

1. ""
pp.17~31 (2008)
2. ""pp.293-308(1992)
3. ""
(2011)
4. ""(2012)
5. ""pp.1-4 (2001)
6. " e "
(2011)
7. "" 2
(1998)
8. ""
(2000)
9. ""
(2009)
10. ""
(2002)
11. " T "
(2010)
12. ""
(2008)

//

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2013

PBL
12223
1

3

2

(Problem-Based Learning, PBL)

(1)

(2)

(1974)

//

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125

2013

(Problem-Based Learning, PBL)

(authentic context)

(1)

PBL

() PBL
inquiry base(
)

//

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126

2013

(2006)
PBL
(learning to learn)

PBL
1
1 PBL

PBL

()
()

() PBL
PBL
PBL(IDEAS, 2001)
1.(dedicated faculty tutor model)
810

2.(floating facilitator model)

//

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127

2013
5~6

(mini-lecture)
(whole-class discussion)
3.(peer tutor model)
6~8

4.(tutorless groups model)

PBL

() PBL
PBL
PBL
PBL
4(, 2006)

2 PBL
3

//

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128

2013

3 PBL

//

2013/11/14

129

2013

()

PBL
:
1.
(1)
(2)
(3)
(4)
(5)
2.
(1)
(2)

(3)

(4)

()
1.
(Likert)
54321

2PBL

//

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2013
2 PBL

1
PBL
2
PBL
3
PBL
4
PBL
5
PBL
6
PBL
7
PBL
8
PBL
9
PBL
10 PBL
11 PBL
12
13 PBL
14 PBL
15 PBL

4.05
4.21
4.18
4.08
4.15
3.92
4.14
3.87
4.10
4.21
4.10
4.51
4.23
4.38
4.31

2.T
t
3p0.0310.05PBL

40
42

48.25
76.42

19.45
17.36

df
80

t
0.875

p
0.031

p0.05

3.

24
4
2.153.93
4.

53.190.503.200.51
T
(1)
(2)
(3)(4)
//

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131

2013
(5)
(6)

2.41

0.98

13

2.38

0.85

2.65

0.91

14

2.15

0.90

2.98

0.97

15

2.45

0.87

3.25

0.97

16

3.68

0.95

3.71

0.88

17

3.75

0.94

3.01

0.92

18

3.93

0.96

3.36

0.91

19

3.55

0.92

3.28

0.86

20

3.43

0.91

3.17

0.87

21

3.41

0.982

10

3.56

0.83

22

2.85

0.82

11

3.68

0.87

23

2.72

0.93

12

3.72

0.94

24

3.28

0.91

5 T

(N=40)
(N=24)

2.89
0.67
2.91
0.71

3.41
0.68
3.45
0.75

(N=16)

2.82
0.66

t
1.678

3.62

0.61

-1.562

3.53

0.70

3.58

0.71

3.47

0.68

2.041*

2.46

0.75

2.45

0.76

2.47

0.74

-0.023

3.72

0.78

3.58

0.86

3.84

0.72

-2.385*

3.18

0.69

3.21

0.76

3.15

0.68

1.256

3.19

0.51

3.19

0.50

3.20

0.51

0.142

PBL-()
()
(
)
(Problem-Based Learning, PBL)

//

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132

2013
(1)

(2)
(3)

(4)

1.""(1974)
2. " " 3(3)
pp.121-135(2000)
3."" 5 pp.87-93(2001)
4.""
55 pp.58-71(2001)
5.""8pp.53-73(2002)
6.""2(1)
pp.93-102(2004)
7. " " 33(2)
pp.215-235(2005)
8." PBL "129pp.40-47(2005)
9.""(2005)
10.""pp.1-27(2006)
11.Donnelly, R., "Blended problem-based learning for teacher education: Lessons learnt, " Learning,
Media &Technology, 31(2), pp.93-116.
12.Filip, D., Mien, S., Piet, V. d. B., & David, G., "Effects of problem-based learning:
Meta-analysis, " Learning and Instruction, 13, pp.533-568(2003).

//

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2013

PBL
12333
1

3

2

PBL

(problem-based
learning, PBL)
PBL
:

1992

2005 2014 (UN Decade of Education for Sustainable

Development)

PBL

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(1)(2)
(3)
(4)
(5)
(6)(7)
(8)
(9)
(10)

()(
)

()(
)
()
()

()

()

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2013

(problem-based learning, PBL)

(1)(2)(3)(4)
(5)(6)

PBL
(learning to learn)

1PBL2(20012002
20042005)
1

Barrows & 1980
Tamblyn
Rankin

1992

Newman 1993
Camp

1999

Levin

2001

2001

Whitehead

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2013
2 PBL

()

PBL

()

(
)

PBL
PBL(1)
()
()
()
()
()
()
()

1 PBL

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2013

PBLPBL
PBL
PBL
PBL

2
PBL

2 PBL

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2013

()
41.35
53.06 PBL T
t =-2.38(p<0.01) PBL
Paired Samples Statistics
Pair 1

Mean
41.35
53.06

N
45
45

Std. Deviation
9.93
12.38

Std. Error Mean

1.95
2.42

Paired Differences
Paired
Samples
Test

** p<0.01

Mea
n

95% Confidence Interval of t

Std.
Std. Error the Difference
Deviation Mean
Lower
Upper

-8.22 14.39

2.84

-14.06

-2.39

Sig.
(2-tailed)

-2.92 0.008**

()

PBL
3
4 t

5
3

10.41

11.12

5.74

7.74

5.25

4.81

21.35

23.62

11.84

11.31

12.82

32.01

24.68

43.31

46.04

66.92

45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45

6.06
6.65
7.44
12.11
3.39
3.28
13.22
17.67
2.62
4.58
10.94
11.45
12.26
4.66
20.68
20.18

1.13
1.24
1.37
2.22
0.62
0.61
2.45
3.21
0.47
0.85
1.98
2.01
2.24
0.89
3.84
3.72

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2013
4

Pair 1
45
Pair 2

45

Pair 3
45
Pair 4

45

Pair 5
45
Pair 6

45

Pair 7
45
Pair 8

5
Pair 1

Pair 2

Pair 3

Pair 4

Pair 5

Pair 6

Pair 7

Pair 8

t
- 0.55
- 1.31
0.75
- 1.04
0.83
- 9.63
- 9.24

0.46
0.72
0.53
0.74
0.64
0.51
0.43

0.01
0.00
0.00
0.00
0.00
0.00
0.01

44
44
44
44
44
44
44

0.58
0.18
0.47
0.31
0.43
0.00
0.00

()

()

()

PBL

()

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2013

1.""(2006)
2. " " 33(2)
pp.215-235(2005)
3.""2(1)
pp.93-102(2004)
4.""28
pp.31-39(1999)
5. "-"
30 pp.158-170(2010)

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2013

2013

: 320 414
: 03-4561070#5141-5143
: 03-4563674
: http://www.tiit.edu.tw
102 11
ISBN ISBN 978-986-87871-7-9 ()
300

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