師培大學的社會責任－數位家族計畫對偏鄉參與學生影響之研究

Social Responsibility of Normal Universities-A study on the influences of the Digital Family Program on Remote Rural Students

10.6384/CIQ.202304_26(2).0001

何俊青(Chun-Ching Ho)

社會責任 ； 師培大學 ； 偏鄉學生 ； 數位家族計畫 ； social responsibility ； normal university ； remote rural student ； digital family program

課程與教學

26卷2期（2023 / 04 / 01）

1 - 34

繁體中文;英文

本研究的目的在探討「數位家族計畫」的實施成效，研究對象是110學年參與計畫的大、中、小學生，探究在半年的教學後，大學生對偏鄉學生特質的理解、採用的線上教學策略及大、中、小學生在參與計畫後的影響。研究方法採用混合研究法，對偏鄉學生特質的理解與採用的線上教學策略以訪談及課輔日誌、學習單等進行分析，大學生經前測、實驗處理及後測進行學習動機與人際關係的量化分析，大、中、小學生再以訪談及文件進行質性探究。主要結論有四：一、偏鄉學生想法單純、學習動機不強但學習態度佳。二、線上教學策略包括從聊天開始、多種方法引發興趣、增加互動、簡化與淺化講述、分階段練習、差異化教學、設計在地課程等。三、大學生參加家族計畫後在學習動機與人際關係上均無顯著提升。四、大、中、小學生參與家族計畫後大多獲得正向的影響。最後再依研究結果提出建議。

The purpose of this study is to explore the effectiveness of the implementation of the Digital Family Program. The research objects of this study included all students in universities, high schools, and elementary schools who have participated in the Digital Family Program in 2021. This study has researched the understanding of students' characteristics and online teaching strategies acquired by university students after half a year of teaching, as well as the impacts on students in universities, high schools, and elementary schools after participating in this program. This study adopted mixed methods research. In order to research understanding of students' characteristics and online teaching strategies, it used interviews, course guidance logs, learning sheets, and other documents for analyses. For the impacts on college students participating in this program, this study first conducted the pre-tests, experimental treatments, and post-tests. It then carried out a quantitative analysis of learning motivation and interpersonal relationships and finally summarized and analyzed through interviews and documents. The main conclusions are as follows: 1. Remote rural students have simple ideas and low motivation to learn, but they have a good attitude towards learning. 2. Online teaching strategies included starting from chats, using a variety of methods to arouse interests, increasing interaction, simplifying and facilitating the way of speaking, practicing in stages, differentiated teaching, and designing local courses. 3. The scores of learning motivation and interpersonal relationships for students in universities have improved after participating in the Digital Family Program, but there is no significant improvement. 4. After participating in the Digital Family Program, most students in universities, high schools, and elementary schools have received a positive impact. Finally, this study made recommendations based on the research results.

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