8 research outputs found
[[alternative]]Study on the relationships between junior high school mathematics teachers' TPACK and teaching beliefs in Taipei area
繩棫[[abstract]]èș«èäșćäžäžçŽïŒç§æć·ČæŻäșșććšç掻äžäžćŻæçŒșçäžéšćïŒèłèšéçšèœćæçșæćž«çćż
ćæąä»¶ïŒç§æćžç§æćžç„èïŒTPACKïŒć èæçșæèČè
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æŹç 究ć°æćž«ć°æćžèćžçżăèłèšèć
„æćžæææçè§ćż”ćæłæłćçșæćžäżĄćż”äž»èŠéąćïŒä»„ćć·èȘżæ„èșććžèæ°ććžćäžæžćžæćž«TPACKèæćžäżĄćż”äčçŸæłïŒéČäžæ„æąèšćäșșèæŻèźé
ïŒæ§ć„ăćčŽéœĄăä»»æćčŽèłèćžæ ĄèŠæžïŒćšTPACKćæćžäżĄćż”çć·źç°æ
ćœąïŒäžŠćæTPACKèæćžäżĄćż”äčçžéæ§ă
ćć·æœæšŁæĄæčäŸżćæšŁïŒäžŠèéćžæ ĄèŠæšĄïŒć
±æœć101ćžćčŽćșŠèșććžćæ°ććž111äœçŸä»»ćäžæžćžæćž«ćèç 究ăćæ¶ćć·110仜ïŒćć·èłæç¶æèż°æ§ç”±èšćæătæȘąé©ăćźć ćèźç°æžćæïŒćŸć°ä»„äžç 究ç”æïŒ
äžăèșććžćæ°ććžćäžæžćžæćž«ć
·ææäžäžçšćșŠçTPACKïŒäœćšTPACK
äžçšźç„èäžïŒç§ææćžç„èïŒTPKïŒæčéąèŒéć ćŒ·ă
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äžăäžćèæŻèźé
çèșććžćæ°ććžćäžæžćžæćž«TPACK䞊çĄéĄŻèć·źç°ă
ćăäžćèæŻèźé
çèșććžćæ°ććžćäžæžćžæćž«æćžäżĄćż”䞊çĄéĄŻèć·źç°ă
äșăèșććžćæ°ććžćäžæžćžæćž«TPACKèæŽé«æćžäżĄćż”çșäžćșŠæŁçžéïŒèĄšç€șæŽé«æćžäżĄćż”è¶ćŸćéČæ„ććçćäžæžćžæćž«ïŒć
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äŸæç 究ç”è«ïŒç 究è
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„ïŒä»„æŻèŒäžćç§çźæćž«çTPACKèæćžäżĄćż”äčçžéç 究ă[[abstract]]Living in the 21st century, technology plays an important role in learning and instruction. Studies found that a number of factors, such as gender, age, pedagogical content knowledge and teaching beliefs influence teachersâ use of technology. Recently, educators proposed a Technological Pedagogical Content Knowledge (TPACK) framework to help teachers develop knowledge of technology integration. The purpose of the study is to investigate the relationships between junior high school mathematics teachersâ TPACK and teaching beliefs. Based on Koehler and Mishraâs TPACK framework and related studies, a survey with 51 items was developed to measure TPACK and teaching beliefs. 110 junior high school mathematics teachers in Taipei area completed the survey. The data was analyzed by descriptive statistics, t test, ANOVA. The results showed that mathematics teachers have high-intermediate level in TPACK but TPK is lower than other aspects. Mathematics teacherâs teaching beliefs incline to progressive approach, and the TPACK had middle and positive correlation with the teaching beliefs. Based on the study results, it was suggested that educational administration could hold more professional development activities to improve teachersâ TPK and to encourage constructivist teaching.[[tableofcontents]]äžææèŠ i
è±ææèŠii
çźæŹĄiii
èĄšæŹĄ v
ćæŹĄvii
珏äžç« ç·è« 1
珏äžçŻ ç 究èæŻèćæ© 1
珏äșçŻ ç 究çźçèćŸ
çćéĄ 5
珏äžçŻ ćè©é矩 6
珏ćçŻ ç 究çŻćèéć¶ 9
珏äșçŻ é æç 究èČąç» 11
珏äșç« æç»æąèš 12
珏äžçŻ TPACKçè«æ¶æ§äčæ涔 12
珏äșçŻ TPACKçžé毊èç 究 21
珏äžçŻ æćž«æćžäżĄćż”çæ矩èć
§æ¶” 27
珏ćçŻ æćžäżĄćż”èèłèšç§æèć
„æćž 35
珏äžç« ç 究æčæł 40
珏äžçŻ ç 究æ¶æ§ 40
珏äșçŻ ç 究ć°è±ĄèæšŁæŹéžć 41
珏äžçŻ ç 究æ”çš 43
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· 44
珏äșçŻ èłæèçèćæ 65
珏ćç« ç 究ç”æèèšè« 67
珏äžçŻ ćäžæćž«ç§æćžç§æćžç„èçŸæł 67
珏äșçŻ ćäžæćž«æćžäżĄćż”çŸæł 69
珏äžçŻ äžćèæŻèźé
ćäžæćž«çç§æćžç§æćžç„èć·źç° 70
珏ćçŻ äžćèæŻèźé
ćäžæćž«çæćžäżĄćż”ć·źç° 74
珏äșçŻ ćäžæćž«ç§æćžç§æćžç„èèæćžäżĄćż”ççžéæ§ 76
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çŻ ç¶ćèšè« 78
珏äșç« ç”è«èć»șè° 85
珏äžçŻ ç”è« 85
珏äșçŻ ć»șè° 86
ćèæç» 89
ééäž é è©Šćć· 97
ééäș æŁćŒćć· 103
èĄšæŹĄ
èĄš2- 1 ćłç”±äž»çŸ©è
èéČæ„䞻矩è
æćžäżĄćż”äčæŻèŒ ............................... 30
èĄš2- 2 æćžäżĄćż”ć
§æ¶”æŻèŒ ....................................................................... 34
èĄš3- 1 ç 究ćæšŁäșșæžćæææšŁæŹæŹĄæžćé
èĄš ....................................... 41
èĄš3- 2 èȘżæ„æšŁæŹćșæŹèłæćæèĄš ........................................................... 42
èĄš3- 3 ç 究毊æœçšćșèĄš ........................................................................... 43
èĄš3- 4 é è©ŠćæšŁäșșæžćæææšŁæŹäčæŹĄæžćé
èĄš ................................... 47
èĄš3- 5 CK éèĄšé
çźćæèć çŽ ćæç”ææèŠèĄš ................................. 49
èĄš3- 6 PK éèĄšé
çźćæèć çŽ ćæç”ææèŠèĄš ................................. 50
èĄš3- 7 TK éèĄšé
çźćæèć çŽ ćæç”ææèŠèĄš ................................. 51
èĄš3- 8 PCK éèĄšé
çźćæèć çŽ ćæç”ææèŠèĄš .............................. 53
èĄš3- 9 TPK éèĄšé
çźćæèć çŽ ćæç”ææèŠèĄš ............................... 54
èĄš3- 10 TCK éèĄšé
çźćæèć çŽ ćæç”ææèŠèĄš ............................ 55
èĄš3- 11 TPACK éèĄšé
çźćæèć çŽ ćæç”ææèŠèĄš ........................ 56
èĄš3- 12 æćžèćžçżè§éèĄšé
çźćæèć çŽ ćæç”ææèŠèĄš ............. 57
èĄš3- 13 ç§æ俥濔éèĄšé
çźćæèć çŽ ćæç”ææèŠèĄš ..................... 59
èĄš3- 14 CK éèĄšé
çźćæç”ææèŠèĄš ................................................... 60
èĄš3- 15 PK éèĄšé
çźćæç”ææèŠèĄš ................................................... 60
èĄš3- 16 TK éèĄšé
çźćæç”ææèŠèĄš ................................................... 61
èĄš3- 17 PCK éèĄšé
çźćæç”ææèŠèĄš ................................................ 62
èĄš3- 18 TPK éèĄšé
çźćæç”ææèŠèĄš ................................................. 62
èĄš3- 19 TCK éèĄšé
çźćæç”ææèŠèĄš ................................................ 63
èĄš3- 20 TPACK éèĄšé
çźćæç”ææèŠèĄš ........................................... 63
èĄš3- 21 æćžèćžçżè§éèĄšé
çźćæç”ææèŠèĄš ................................. 64
èĄš3- 22 ç§æ俥濔éèĄšé
çźćæç”ææèŠèĄš ......................................... 65
èĄš4- 1 èșććžèæ°ććžćäžæžćžæćž«TPACK çŸæłæèŠèĄš ................ 68
èĄš4- 2 èșććžèæ°ććžćäžæžćžæćž«æćžäżĄćż”çŸæłæèŠèĄš ............... 69
èĄš4- 3 äžćæ§ć„ćäžæžćžæćž«TPACK çšç«æšŁæŹt èé©ćææèŠèĄš . 70
èĄš4- 4 äžććčŽéœĄćäžæžćžæćž«TPACK ćźć ćèźç°æžćææèŠèĄš .... 71
èĄš4- 5 äžćä»»æćčŽèłæžćžæćž«TPACK ćźć ćèźç°æžćææèŠèĄš .... 72
èĄš4- 6 äžććžæ ĄèŠæšĄæžćžæćž«TPACK ćźć ćèźç°æžćææèŠèĄš .... 73
èĄš4- 7 äžćæ§ć„ćäžæžćžæćž«æćžäżĄćż”çšç«æšŁæŹt èé©ćææèŠèĄš 74
èĄš4- 8 äžććčŽéœĄćäžæžćžæćž«æćžäżĄćż”ćźć ćèźç°æžćææèŠèĄš ... 75
èĄš4- 9 äžćä»»æćčŽèłæžćžæćž«æćžäżĄćż”ćźć ćèźç°æžćææèŠèĄš ... 75
èĄš4- 10 äžććžæ ĄèŠæšĄæžćžæćž«æćžäżĄćż”ćźć ćèźç°æžćææèŠèĄš . 76
èĄš4- 11 ćäžæžćžæćž«TPACK èæćžäżĄćż”çžéäżæžæèŠèĄš............... 77
ćæŹĄ
ć2- 1 ç§æćžç§æćžç„èïŒTPACKïŒæ¶æ§ć ...................................... 15
ć2- 2ăæćžæéçæžćžç„èăæ¶æ§ć ................................................ 18
ć3- 1 ç 究æ¶æ§ć .................................................................................. 40[[note]]ćžè: 700740128, ćžćčŽćșŠ: 10
Now He Belongs to the Agesâ: The Heroic Leadership Dynamic and Deep Narratives of Greatness
In this article, we review the psychology of hero development and hero worship. Heroes and hero narratives fulfill important cognitive and emotional needs, including the need for wisdom, meaning, hope, inspiration, and growth. Hero stories provide epistemic benefits by providing scripts for prosocial action, by revealing fundamental truths about human existence, by unpacking life paradoxes, and by cultivating emotional intelligence. To energize us, heroes promote moral elevation, heal psychic wounds, inspire psychological growth, and exude charisma
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