Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/89425
標題: Promotion of Teaching Efficiency in Website Resources of Soil and Water Conservation Outdoor Classroom Using Weighted Analysis
應用權重分析法提升水土保持戶外教室網頁資源教學效能之研究
作者: 謝宗儒
Tsung-Ju Hsieh
關鍵字: 權重分析法;水土保持戶外教室;網頁資源;Weighted analysis;Soil and water conservation outdoor classroom;Website resources
引用: 1.吳統雄(1984),電話調查理論與方法,聯經出版社,台北市。 2.李永展(1997),三生有幸-生態、生活、生產,建都文化有限公司,新竹市,152頁。 3.巫仲明、廖勻楨、方寶億、紀治宇(2013),水土保持環境教育示範教案(手冊)。 4.楊冠政(1998),環境教育,明文書局,台北市。 5.王靜如(1991),「高屏地區國小戶外教學現況困難之調查分析」,屏東師院初等教育研究,第三期:363-369。 6.王鑫(1999),「地球環境教育與永續發展教育」,環境教育季刊,第三十七期:87-103。 7.吳輝龍(1994),「我國水土保持教育與政策」,環境教育季刊,第20期:24-33。 8.吳清山、林天佑(1999),教育名詞-SWOT,教育資料與研究,24:125。 9.李振榮(2010),校園水土保持宣導之成效分析,碩士論文,台中市:中興大學。 10.汪靜明(2000),「生物圈2號的生態省思與學習」,環境教育季刊,42:8-12。 11.汪靜明(1998),「新自然哲學的生態保育思潮」,主計月報85(4):78-88。 12.汪靜明(1995),「社會環境教育之推動與落實」,教育資料集刊,20:213-235。 13.汪靜明(1990),「國內環境教育活動設計架構與特色之探討」,環境教育季刊,第五期:58-66。 14.周儒(2001a),『尋找一個環境教育的實踐場域-「環境學習中心」的需求與概念』,中華民國九十年度環境教育國際學術研討會論文集,72-80頁。台北:國立台灣師範大學。 15.林瑩昭、陳水蓮(2008),「遊客屬性與遊憩動機、遊憩知覺價、遊憩滿意度關係之研究-以南元休閒農場為例」,台灣鄉村研究,8:101-132。 16.黃朝恩(1994),地理科戶外環境教學之實驗研究,師大地理研究報告,21:173-207。 17.黃書婷(2008),「戶外教育-走出教室,讓學生「活」起來」,台灣教育,第649期:49-52。 18.曾鈺琪、鄭辰旋、謝顥音(2013),「宜蘭縣國中小學教師之戶外教學認知研究」,環境教育研究,9(2):57-90。 19.楊冠政(1991a),「學校課程環境化-學校實施環境教育的首要工作」,環境教育季刊,11:5-20。 20.謝智謀(2003),第二梯次『提升大學基礎教育計畫』九十一年度計畫執行成果報告-『體育與健康人生』通識教育課程教育,台中:國立體育學院。 21.薛景仰、何國謙、林俐玲(2006),「水土保持義工對水土保持戶外教室觀感之研究-以中部地區為例」,坡地防災學報,5(2):71-84。 22.藍淞地(2005),自導式野外實察模組之設計,碩士論文,台北市:國立台灣師範大學。 23.大台灣旅遊資訊網,2015,台中旅遊東勢林場介紹,http://travel.tw.tranews.com/view/taichung/tungshihlinchang/。 24.行政院農業委員會水土保持局全球資訊網,2015,http://www.swcb.gov.tw/。 25.行政院農業委員會水土保持局全球資訊網,2013,水土保持戶外教室申請,http://www.swcb.gov.tw/form/index-1.asp?m=&m1=9&m2=234&id=1327。 26.行政院農委會水土保持局水土保持戶外教室,2012,東勢林場,http://swcclassroom.swcb.gov.tw/。 27.行政院農業委員會,1999,四月《農業新聞》,文號3147所在網址http://www.coa.gov.tw/news/index.html。 28.行政院農業委員會,1998,四月《農業新聞》,文號2817所在網址http://www.coa.gov.tw/news/index.html。 29.東勢林場遊樂區,2015,http://www.tsfa.com.tw/。 30.財團法人國家實驗研究院科技政策研究與資訊中心科技產業資訊室,2008,SWOT分析之策略擬定-交互影響矩陣策略,http://cdnet.stpi.org.tw/techroom/analysis/2008/pat_08_A033.htm。 31.國立臺灣大學教學資源網,2011,學習金字塔,http://ctld.ntu.edu.tw/fd/teaching_resource/page1-1_detail.php?bgid=3&gid=22&nid=133。 32.維基百科,2015,SWOT,https://zh.wikipedia.org/wiki/強弱危機分析。 33.Chokor, B. A. (1990), 'Urban Landscape and Environmental Quality Preferences in Ibadan, Nigeria: an Exploration,' Landscape and Urban Planning, 19: 263-280. 34.Cohen, S. and S. L. Trostle (1990), 'Young children's preference for school-related physical-environment setting characteristics.' Environment and Behavior, 22(6): 753-766. 35.Cronbach L. J. (1951), 'Coefficient alpha and the internal structure of tests,' Psychometrika, 16 (3): 297-334. 36.Dale, E. (1969), 'Audio-Visual Methods in Teaching,' 3rd ed., Holt, Rinehart & Winston, New York. 37.Declaration of the United Nations Conference on the Human Environment. (1972), (The Stockholm Declaration.) 38.Fisher, R. A. (1973), 'Statistical Methods for Research Workers,' 14th ed.-revised and enlarged. Hafner, New York. 39.Fisher B. J. (1987), 'Guinness, Gosset, Fisher, and Small Samples,' Statistical Science, 2 (1): 45-52. 40.Gass, M. A. (1993), 'The evolution of processing adventure therapy experience,' In M.A. Gass (Ed.). Adventure therapy: therapeutic applications of adventure programming. Dubuque, Iowa: Kendall/Hunt Publishing Company. 41.Gifford, R. (1987), 'Environment Psychology: Principles and Practice,' p.19-97. 42.Gold, S. M. (1986), 'User Characteristics and response to Vegetation in Neighborhood Park,' Arboricultural Journal, 10: 275-287. 43.Humphrey, A. S. (2005), 'SWOT Analysis for Management Consulting,' SRI Alumni Newsletter. 44.Likert, R.(1932), 'A Technique for the Measurement of Attitudes,' Archives of Psychology, 140:1-55 45.Oxford University Press. (1987), 'Our Common Future-The World Commission on Environment and Development.' 46.Sharp, L. B. (1968), 'The scope of outdoor education, In D. R. Hammerman & W. M. Hammerman (Eds.),' Outdoor education: A book of readings, 1-6, Minneapolois, Minn: Burgess Publishing Company. 47.UNCED (1992), 'Promoting Education and Public Awareness and Training.' Agenda 21.United Nations Conference on Environment and Development. 48.Welch, B. L. (1947), 'The generalization of 'Student's' problem when several different population variances are involved,' Biometrika, 34(1–2): 28-35. 49.Weihrich, Heinz (1982), 'The SWOT Matrix - A Tool for Situational Analysis,' Long Range Planning, London, Apr, Vol. 15, Iss. 2: 54-66.
摘要: 
水土保持戶外教室乃以提供學習參訪為目的所設置的教學場域,因此可視為是一個結合了教學的遊憩地點,然而網頁內容除項目不夠健全外,亦流於制式且無吸引力,對於要發展戶外教室環境教育的遊樂區之成效有限,故網頁資源良窳對教學效能提升有重要影響。
本研究以台中市五權國中及東勢林場戶外教室為探討對象,將戶外教室制定出8項經營特色,採Likert量表進行問卷分析,探討五權國中學生對於此8項特色之重視度;據此結果配合網路權重分析,量化網頁內容項目,檢討網頁項目設置上是否偏頗;最後以教師教學課程設計觀點,針對東勢林場8項經營特色進行強弱危機分析(SWOT),並對網頁資源提出改善建議,提升其教學效能。
在均衡度為100%之標準下,戶外教室網頁之權重分析結果僅網頁設計有達標準,而官方網站則為網頁設計及教學設施介紹達到標準,其餘經營特色皆不達標準,再加入教師教學課程設計觀點檢視網頁資源的教學效能發現,在多數經營特色不達標的情況下,東勢林場對學生的吸引力明顯不足,對於教學前學生的心理準備層面有影響,此外;導覽解說、體驗課程與小活動教學等方面資源提供不足,對於教學前、中、後的資料準備皆會影響,建議改善網頁項目均衡度不足問題與豐富網頁資源,達到提升戶外教室網頁資源教學效能之目的。

Soil and water conservation outdoor classroom is an education site with the function of recreation and learning. The outdoor classroom itself can be expected as a role of integrated the learning and recreation in nature. However, contents of classroom's website are not usually satisfying needs of students and/or teachers who are interesting in environmental education, and are going to limit the development efficiency in promoting the environmental education. Since, how to improve the quality and quantity of the web-site resources are essential.
Taichung Wu Chuan Junior High School and Soil and Water Conservation Outdoor Classroom in Dongshih Forestry Recreation Park were selected as study sites. The Likert Scale is adopted in the questionnaires, and the students studying in Wu Chuan Junior High School were sampled to explore the importance of the eight management characteristics regarding the outdoor classroom. Results of the Likert Scale coupled with weighted analysis of the website to quantity the content items for examing the items whether bias or not, and then SWOT analysis was applied to understand the issues and provide some improvement suggestions from the view points of teaching program design, which are focusing on the eight management characteristics of the outdoor classroom.
With the baseline of equilibrium standard 100% to assess the content items' diversity of the website, only the website design item derived from the government, and the items (website design and teaching facilities introduction) extracted from the Dongshih Forestry Recreation Park reached the standard. Under such situation of most management characteristics didn't reach the standard, the website resources show limited attraction and will cause psychological effects for the student users. In addition, the lack of website resources in guide interpretation, experienced curriculum and small activity program will result in a serious effect for the teaching preparedness. Item equilibrium and resource abundance of the website regarding soil and water conservation website are strongly suggested to improve for better teaching efficiency.
URI: http://hdl.handle.net/11455/89425
其他識別: U0005-2707201510444500
Rights: 不同意授權瀏覽/列印電子全文服務
Appears in Collections:水土保持學系

Files in This Item:
File SizeFormat Existing users please Login
nchu-104-5102042017-1.pdf1.68 MBAdobe PDFThis file is only available in the university internal network    Request a copy
Show full item record
 

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.