網路教學

中國古典詩歌自詩經、漢樂府、唐宋詩詞以來，一脈相傳。經過二千多年，臺灣古典漢詩仍承繼傳統，傳唱不絕，留下為數不亞於唐宋詩的臺灣古典漢詩，由在這一塊土地生長的詩人們，歌詠著這一塊土地的秀麗山川，風土民情，悲喜情感，文化內涵。清代選編《唐詩三百首》以後，成為海峽二岸青少年及兒童接觸古典詩歌的入門書，臺灣的孩子們對中國古典詩朗朗上口，卻未見過詩中所描寫的景觀。本文以在臺灣所寫的古典漢詩為範圍，選擇500 首作品，建置臺灣古典漢詩傳唱教學地理資訊網站，將作品與地理位置相結合，提供臺灣地區中小學做為臺灣古典詩歌教材。由於所選擇的作品平均分布於臺灣每一地區，各縣市鄉鎮中小學進行古典詩歌教學時，可以優先選擇自己家鄉的作品學習，引發其人親土親的情懷，古典詩歌便與孩子們成長的環境結合在一起，陪孩子們一起成長。作品選擇的原則包含：一、適合青少年及兒童程度；二、作品寫作及寫及地點兼顧臺灣每一個地區；三、作品內容涵蓋：( 一) 臺灣山川景觀及名勝古蹟、( 二)臺灣美食及農漁民生物產、( 三) 臺灣歷史風土民情習俗、( 四) 臺灣的植物。所建置的教材以臺灣古典漢詩為主，內容包含：一、臺灣古典漢詩詩作全文及語義概念類別；二、每一首詩作之閩南語吟唱的聲音資料；三、納入相關之臺灣民間歌謠故事，作為延伸閱讀的教材。

Inheriting classical Chinese poetry passed down from The Book of Poetry, folksongs and ballads in the Han Dynasty, and poems in Tang and Song Dynasties, classical Taiwanese poetry continues with the poetic tradition that has been recited and chanted since 2000 years ago. The poets from Taiwan have versified abundant poetry to celebrate magnificent landscapes, cultural heritages, and personal sentiments for this land. Three Hundred Tang Poems compiled in the Qing Dynasty has been used in Taiwan and in Mainland China to introduce children and adolescents to Chinese versification. Nevertheless, Taiwanese children’s familiarity with classical Chinese poetry does not go far from these texts to the actual sight of the landscape. This research will select 500 classical Taiwanese poems to establish a GIS website where to connect each poem with its specific geographic location. Elementary and high school teachers can thus select relevant poems from and about that location so as to bring the poetic descriptions to reality for the learning pupils to be more emotionally and empirically attached to the selected poems. The methods of selection are based on the appropriateness for the learners of different levels as well as the comprehensiveness of locations of Taiwan described in the poetry. The subject matter will include natural landscape and historical sites in Taiwan, regional delicacies, agricultural and aquacultural environments, customs and traditions, and local flora and fauna. The GIS website will include the full text of each poem with complete annotations, the audio files of each poem recorded in Taiwanese dialect, and extended readings of Taiwanese folklore.

教育部自2006 年開始推動數位學習碩士在職專班，目前已有九校提供數位碩士班。數位學習是一種新的學習型式，在課程教授時有別於傳統教學，許多教師正在摸索數位課程的教學方法。回顧我國數位課程教學法相關研究，鮮有文獻，故本議題值得探討。本論文旨在探討數位課程的教學法與應用，研究目的包括：(1) 探討數位課程的教學法原理；(2) 探討數位課程教學法模式的發展；(3) 探討教學法模式應用於數位課程的教學與成效。本論文採用個案研究方法，以政治大學圖書資訊與檔案學研究所開設的「知識組織與資訊取用」數位課程為研究個案，運用Dabbagh 的數位學習教學法模式框架，包括教學法模式、教學策略與學習科技，以發展數位課程教學法與教學策略。本研究證實建構主義教學模式與專題導 向教學模式適合應用在數位課程教學，並配合提出四項教學策略與線上同步課程傳遞方式，最後總結及提出建議。

The ROC Ministry of Education established an accreditation mechanism in 2005 and encouraged the launch of E-Learning master programs for students in full-time employment in 2006. As E-Learning is basically learning that is facilitated and supported by information and communications technology, it is a new way of learning not only changing the relationship between of teachers and students; but also changing the nature of education. Because E-Learning is different from classroom learning and it needs new instructional design. The article mainly studies E-Learning courses instructional design and the objectives of the study are to explore E-Learning course instructional design theory and pedagogy. Also, development of Library and Information Science digital curriculum applying theory to the design and implementation of Library and Information Science E-Learning courses. The case study method was used in the study with one case of “Information, ganization and Access” E-Learning course of NCCU Library and formation Studies E-Learning Master’s Program. The study followed the Pedagogical Design Model proposed by Dr. Dabbagh showing the E-Learning pedagogical model framework by the interaction of pedagogical models, instructional strategies, and learning technology. The study shows that the NCCU has contributed a lot to provide graduate students a new way to learn E-Learning, information literacy and LIS new knowledge and skills. Effective E-Learning instructional design shown in the study were learners centeredness and good student-teacher interaction. Two effective pedagogies for E-Learning courses were manipulated including constructivist learning and project-based learning in accordance with four effective instructional strategies.