教育學院

Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/1

教育學院成立於民國44年6月5日,時值臺灣省立師範學院改制為臺灣省立師範大學,初設教育、社會教育、體育衛生教育、家政教育、工業教育五個學系,發展迄今,本院共設有7個學系(均含學士、碩士及博士班)、5個獨立研究所、1個院級在職碩士專班。

本院為國內歷史最久之教育學院,系所規模、師資,及學生品質向為國內首屈一指,培育英才無數,畢業校友或擔任政府教育行政單位首長及中堅人才、或為大學校長及教育相關領域研究人員、或為國內中等教育師資之骨幹、或投入民間文教事業相關領域,皆為提升我國教育品質竭盡心力。此外,本學院長期深耕學術,研究領域多元,發行4本 TSSCI 期刊,學術聲望備受國內外學界肯定,根據 2015 年 QS 世界大學各學科排名結果,本校在教育學科名列第22名,不僅穩居臺灣第一,更躍居亞洲師範大學龍頭。

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    國小學生的考試觀
    (2015) 劉珈彣; Liu, Jia-Wun
    本研究的主要目的,乃在探討學生的考試觀,以國小學生為研究對象。具體而言,本研究欲達成下列目的:  一、瞭解國小學生對校內考試的分類與定義。  二、描述國小學生面對各類校內考試會採取哪些行動策略。  三、分析國小學生形成校內考試觀點的社會文化脈絡。   為了達成上述的目的,本研究採用質性研究的方法,蒐集資料的方法為觀察、訪談和文件分析。經過將近一年的時間探究,研究者獲得幾個主要的研究結論,以下分四方面加以說明:  一、玩樂比考試還要重要。  二、考試與學生未來息息相關。  三、考試必須要公平。  四、學生考試觀有階級差異。
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    The effect of concept mapping to enhance text comprehension and summarization
    (Taylor & Francis Online, 2002-01-01) Chang, K. E.; Sung, Y. T.; Chen, I. D.
    Tested the learning effects of a concept-mapping strategy by studying three such approaches (map correction, scaffold fading, and map generation) to determine their effects on students' text comprehension and summarization abilities. Results with 126 fifth graders show that the map correction method enhanced text comprehension and summarization, and the scaffold-fading method facilitated summarization
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    Effects of computer applications on elementary school students’ achievement
    (Haworth Press Inc., 2008-01-18) Liao, Y. C., Chang, H., & Chen, Y.
    A meta-analysis was performed to synthesize existing research comparing the effects of computer applications (i.e., computer-assisted instruction, computer simulations, and Web-based learning) versus traditional instruction on elementary school students' achievement in Taiwan. Forty-eight studies were located from four sources, and their quantitative data were transformed into Effect Size (ES). The overall grand mean of the study-weighted ES for all 48 studies was 0.449. The results suggest that computer application instruction is more effective than traditional instruction for elementary school students in Taiwan. However, none of the 14 individual variables, conjectured to be related to achievement, had a statistically significant impact on the mean ES.