生生用平板跨域模組專題導向學習效益探究：國小學生情意展現之個案分析

Fang, Shu-I; Hsu, Chih-Hao; Tasi, Yao-Hsing

doi:10.6137/RECT.202412_(136).0003

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2025/01/01~2025/12/31

感谢试用，科学期刊库｜科学论文库，期间：2025/04/01~2025/06/30

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P40 - 60

社会科学 > 教育学

DOI： 10.6137/RECT

书目管理工具

相关连结

问题回报

全文下载

生生用平板跨域模组专题导向学习效益探究：国小学生情意展现之个案分析

Exploring the Benefits of Tablet-Based Interdisciplinary Modular in Project-Based Learning: A Case on Emotional Expression and Classroom Management at an Elementary School

方淑仪(Fang, Shu-I) ；许志豪(Hsu, Chih-Hao) ；蔡耀兴(Tasi, Yao-Hsing)

教育传播与科技研究； 136 期 (2024 / 12 / 31) ， P40 - 60

繁体中文;英文 DOI： 10.6137/RECT.202412_(136).0003

平板教学；生生用平板；情意展现；学习效益；跨域模组； tablet-based teaching ； One-Tablet-Per-Student Initiative ； affective expression ； learning effectiveness ； cross-disciplinary modules

0 个人觉得这篇文章赞

摘要 │ 参考文献 (26)

摘要〈TOP〉

并列摘要〈TOP〉

This study situated in the context of Taiwan's tablet policy in education. According to Ma rell-Olsson et al. (2019), the most common types of tablet use in classroom are "tablets as tools for teachers" and "tablets as tools for students." When the tablet serves as a tool for teachers, students are "consumers of knowledge;" when it serves as a tool for students, they become "producers of knowledge." This study attempts to explore whether there is a third innovative type of tablet using in the higher grades of elementary schools in Taiwan. This study adopts a case study approach, conducting in-depth interview of a fifth-grade teacher who designed interdisciplinary project-based learning (PBL) modules, utilizing tablets and generative Artificial Intelligence (AI) software. Over the course of a semester, the teacher led ten students in designing two projects. The study collected insights from both teachers and students through in-depth interviews and questionnaires, performing cross-validation to examine the effectiveness of students' learning abilities, confidence, and emotional expression. The results are presented using descriptive statistics and content analysis of the interviews. The teacher's reflections include four sequential descriptions: the initial intention of being courageous and innovative; the innovative process, encountering difficulties; developing solutions to overcome these challenges; and implementing interdisciplinary thematic courses. The conclusion reflects the experience of competency-based teaching, highlighting the development of children's uniqueness. Students reported that this course enhanced their critical thinking, digital skills, interpersonal skills, and abilities in expression and communication. Cross-validation of the teacher's interview data also revealed key factors contributing to the growth of these five abilities. Learning confidence stems from a sense of achievement, focus, and the tangible output of their projects, which helps them face challenges and fosters a supportive environment for classmates who may struggle with learning. Additionally, students expressed enjoyment in learning, and their motivation to ask questions was stimulated. The positive development of social-emotional skills included fostering class cohesion and solidarity, and even enhancing parent-child relationships. The teacher's reflective conclusions further indicated that combining generative AI software resulted in a third type of tablet teaching: "co-learning among teachers, students and machine," where students become "co-creators of knowledge".

参考文献 ( 26 ) 〈TOP〉

余家豪(2024)。以使用者经验探究知识网站的使用目的、网站特性与使用行为。教育传播与科技研究，135，37-55。
连结：
陈斐卿(2021)。「生生用平板」的网络效果：以国小数位写作学习平台为例。教育研究与发展期刊，17(4)，33-67。
连结：
游心慈,陈慧娟(2022)。为青少年社会情绪学习的楷模：後疫情时代亲师合作的新视角。中等教育，73(1)，51-70。
连结：
Aguilera, D.,Ortiz-Revilla, J.(2021).STEM vs. STEAM education and student creativity: A systematic literature review.Education Sciences,11(7),331.
Arthur, F.,Arkorful, V.,Salifu, I.,Nortey, S. A.(2023).Digital paradigm shift: Unraveling students’ intentions to embrace tablet-based learning through an extended UTAUT2 Model.Cogent Social Sciences,9(2),2277340.

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址