本研究旨在探討基於知識翻新原則之小組問題解決歷程與成效。研究方法採個案研究。研究對象為48名修習「生活科技概論」課程的大學生，以小組為單位進行課程，共分為十組，一組四至五人。教學設計是以知識翻新為原則、以知識論壇（Knowledge Forum）為學習平台（用以提供學生一提出想法、討論想法、並進而培養解決問題能力的線上學習環境）。 資料來源包括：(1)各組創意產品成果、(2)平台討論內容、(3)平台活動紀錄（例如：討論文章之數量）。資料分析兼採質性與量化方法，分析過程如下：首先、針對各組創意成品進行評分；第二、評量各組團體動力表現，並進一步將創意產品分數與團體動力分數進行相關的統計分析；第三、針對平台活動紀錄（例如：貼文數量）進行分析；第四、分析學生於平台上之想法品質，並使用「時間序列分析」探討學生想法演變歷程；第五、探討不同小組間在創意成品與問題解決歷程中表現之差異情形。 研究結果如下：(1)學生歷經14周之知識翻新活動之後，確實能提出創意想法並設計各組創意產品成果。各個小組針對生活中不同之實際問題進行發想、翻新知識，最後產出有別於既有產品之生活科技產品；(2) 團體動力（問題解決歷程的表現面向之一）與創意產品表現具有正向相關─若小組團體動力表現較優，則在該組之創意產品表現也有較佳的表現；(3)各組所經歷的創造性問題解決歷程，並非循序漸進由階段一（搜尋目標、問題）發展至階段六（實踐設計）；(4)知識翻新能幫助學生發展較高層次的認知活動，特別是關於「想法深化與澄清」之活動；(5)問題解決歷程表現較好之組別也較易產出較好之創意產品成果。反之，如果小組探究的主題已存在既有產品，或如果小組成員參與有限、或所探究的主題聚焦時間太晚，或主要參與成員並非良好的領導者時，則較無法產出較佳之創意產品成果。 本研究建議教師在教學上可以融合知識翻新原則。此外，教師應適時了解學生之團體動力與互動之情形；教師應重視學生想法品質的討論，鼓勵學生深入思考、提升想法層次。 / The purpose of this case study was to investigate group problem solving processes and outcomes in an online environment that were supported by knowledge building principles. Participants in this study were 48 undergraduate students who engaged in a course concerning with living technologies. They were divided into ten groups, with each group consisting of four or five students. This course employed Knowledge Forum as a tool to provide a collaborative learning space to help cultivate students’ ability to work creatively with ideas and solve problems. Data sources included: (1) group’s creative product design (in concept); (2) the content of students’ online discussion; (3) students’ online interaction logs (e.g., number of notes discussed). The study adopted both qualitative and quantitative analysis methods. The process of data analysis was as follows: First, group’s creative product design was assessed by a self-developed evaluation form. Second, using another self-developed rubrics, group dynamics was assessed by means of three dimensions. Additionally, the relationships between group’s creative product design and group dynamics were computed. Third, the quantity of students’ online discussion (e.g., number of notes posted) were calculated. Fourth, open coding was performed to assess the quality of students’ ideas posted in the online forum. Moreover, time series analysis was conducted to find out if students’ idea development process followed a certain pattern. Fifth, different groups’ learning outcomes and problem solving performance were compared to understand the performance differences between different groups. The main findings were as follows: (1) students could generate creative ideas and design creative products after fourteen weeks of knowledge building activities. Each group focused on a particular problem that happened in real life, and tried to solve their technology problems by means of knowledge building, in order to finally design a creative product ; (2) group’s product design and their social dynamics were found to be positively co-related, meaning that if a group had better social dynamics, this group would more likely to produce more creative product; (3) each groups’ creative problem solving process was non-linear, meaning that the process did not usually go through the six steps of creative problem solving, that is, starting from stage one (searching goals or problems) and ending with stage six (design); (4) engaging students in knowledge building was able to help them improve their ideas while developing higher-level cognitive thinking skills (e.g., how to elaborate ideas); (5) groups that have better performance in terms of problem-solving process also tended to result in better overall group learning outcomes. In contrary, when a group’s final product is similar to an existing product, or when a group’s members could not fully participate in their group’s discussion, or when a group could not develop a clear theme for design at an early problem-solving stage, or when a group’s major participants could not lead the whole team well, that group was less likely to achieve better learning outcome. Building on the findings, it is suggested that teachers should refer to some knowledge building principles as guidance for their teaching. Moreover, it is important for teachers to help monitor a group’s social dynamics during its problem-solving process. It is also equally important that teachers should pay attention to the quality of ideas discussed in the online forum and accordingly try to encourage students to think deeply, in order to improve their ideas while using higher-level thinking skills.

本研究旨在探討在知識翻新學習原則(principles)的引導下小組學生如何進行生活科技產品的設計活動。運用Rhodes(1961)所提出4P(place, process, product, person)做為理論概念與分析架構，本研究首先探討知識翻新環境(place)是否支持以想法為中心的線上知識翻新學習、設計思考歷程(process)的發展，與促進設計產品(product)時創造性想法的產生；其次探討知識翻新環境與學生個人(people/ person)創造力（包括在擴散性思考、創造性人格、創意生活經驗上的表現）的關係；此外本研究也進一步分析各小組在想法參與及改進的表現，進行個案討論。 研究對象為某國立大學修習生活科技概論課程的38位大學生，以小組為單位進行以想法為中心的知識翻新學習與科技產品的設計活動，每組4至5人，共分成8組。本研究用「知識論壇」作為支持以想法為中心的知識翻新數位學習環境，學生在知識翻新原則的引導下，自主進行問題解決與產品設計。相關活動如：從生活中觀察所欲改善的生活科技問題(authentic problems)以進行新產品的設計；在知識論壇上提出多元想法(idea diversity)並進行小組成員間的協作互動；及針對較可行的想法再加以改進(idea improvement)等；最後，再將想法實踐於所設計的產品概念上並在期末發表成果。資料來源包含：(1)知識翻新環境支持知識翻新學習程度（包括「社群知識」、「知識自主學習」和「不斷精進想法」三面向）的評分；(2)小組在知識論壇的想法發展歷程及面對面討論的錄影資料；(3)小組所設計的產品評分，另有輔助產品概念呈現的心智圖之前後測；(4)個人創造力前後測、個人創造性人格量表、個人創意生活經驗量表。利用個案研究方法，同時分析個人與小組的表現。 資料分析方式主要是將量化資料分析，質性資料內容分析、質性資料編碼後量化分析。分析結果如下：(1)環境：經評分發現本研究所營造的知識翻新環境有助於支持小組發展社群知識、知識自主學習和不斷精進想法；(2)設計思考歷程：小組在知識論壇發表想法、閱讀他人想法並給予回應，顯示學生在平台上會主動進行想法的討論與翻新。小組想法經編碼，其演化歷程能夠含括設計思考中常見的觀察問題、綜合問題、構思解決方法、製作原型等設計思考步驟；(3)產品創造力發想：產品評分結果與坊間產品比較後，發現小組能針對需求性(desirability)提出創新的產品功能設計，但沒有經過產品實際製作的過程，所以在產品的可行性(feasibility)和未來存續性(viability)上則無法推論；(4)個人創造力：在創造力的擴散性思考表現上後測比前測有顯著的進步，表示知識翻新活動有助於學生在個人創造力上（特別是擴散性思考中提出想法的數量）的成長，但個人創造力的進步則未見有遷移到創造性人格和創意生活經驗的情形；(5)經由集群分析小組在想法參與以及想法改進二個面向後，發現小組可以分成四類；其中「高參與高改進組」在觀察情境、瞭解問題後進行設計，訪問使用者的需求作為改善產品的參考，所設計的想法較能符應使用者的需求；「低參與高改進組」亦能在想法討論時進行資訊分享、評論想法並應用想法於產品設計上；「高參與低改進組」在討論想法時則表現功能固著心理，僅針對單一功能思考，無法與新用途相連結，在討論時較無想法的改進；「低參與低改進組」相較於其他三組，想法討論與回應想法的數量及品質皆較少、較差。 綜上所述，知識翻新環境支持小組設計思考之發展，小組成員於知識論壇進行討論時，能經知識分享與翻新，將想法實踐在產品的設計上，使產品有創造性想法呈現。然而，各組在想法的參與以及改進上仍可見不同組別在協作學習上的差異，值得後續進一步之研究。

在知識社會裡，想法的生成是創新的原動力。如何培養學生提想法與翻新想法的能力、以及與他人協作並共構知識以激發團隊創造力，將是產生創新思考人才與促進未來社會進步的重要關鍵。本研究的目的在探究知識翻新學習對團隊創造力的影響。為協助學生進行協作與共創，本研究運用知識翻新(knowledge-building)教育理念(Scardamalia, 2002)，並輔以「知識論壇」(knowledge Forum™)線上學習平台，作為教學與研究的環境。研究對象為某國立大學修習生活科技課程之大學生(N=30)。資料來源包括: (1) Besemer (1998)所編的創意產品分析量表(Creative Product Analysis Matrix)；(2)平台互動資料；(3)線上協作的討論內容；(4)創意氛圍量表(Creative Climate Questionnaire )(吳靜吉和曾敬梅，2002)；與(5) 創意生活經驗量表(吳靜吉、陳淑惠、李慧賢、郭俊賢、王文中和劉鶴龍，1996)。 研究結果如下： (1)在團隊產品上，本研究比較學生在課程中所共創的十項產品與坊間有類似屬性之產品，結果發現學生普遍能提出有趣的創新構想。這些構想亦多能反應知識翻新的理念；(2)在協作歷程上，本研究發現學生均能在平台上進行密集的貼文、閱讀、與回文。顯示學生在社群裡並非只是被動閱讀文章，也能在平台上主動進行想法的分享、交流與激盪；內容分析—使用修改自Gunawardena, Lowe 和 Anderson (1997) 的互動分析模式(Interaction Analysis Model) 編碼—亦發現想法交流在知識共構階段上有顯著成長；(3)在團隊氛圍上，本研究也與台灣研究生(N=703)及瑞典中小企業員工(N=245)在創意氛圍量表的施測成績上進行比較，結果發現本研究的研究對象有六項因素優於上述二個參照團體的常模平均值。此六項因素分別為「玩興/幽默」、「想法支持」、「生動活潑」、「辯論」、「信任/開放」、和「自由」。此結果顯示，作為一個以想法為中心的知識翻新學習環境，知識論壇確實有助於提供學生較開放自在的討論環境，促使學生表達多元觀點，並透過知識分享以翻新彼此的看法。 / The purpose of this study was to investigate the effects of knowledge building pedagogy and Knowledge forum (KF) technology on groups’ collaborative and creative processes in a college class. Participants were 30 college students who took a university course about living technologies. Data sources and analyses included: (1) students’ online activities, recorded in a KF database, which was assessed using descriptive statistics, (2) students’ online discourse data which were content-analyzed using Interaction Analysis Model (Gunawardena, Lowe & Anderson, 1997); (3) groups’ technology products which was peer-assessed using a survey called “Creative Product Analysis Matrix” (Besemer, 1998); and (4) “Creative Climate Questionnaire (CCQ)” (Tseng & Wu, 2000; Ekvall, 1987) which was adopted to evaluate the characteristics of Knowledge Forum being a creative learning environment. After 18 weeks of knowledge building, the findings indicated enhanced performance in terms of three dimensions of group creativity (i.e., product, process, and place): (1) first, in terms of product, in this study, students developed ten technology products by means of initially proposing original ideas and then progressively improving them, with the guidance of a set of 12 knowledge building principles. The results showed that students were able to propose novel and useful technology products; (2) in terms of process, findings based on content analysis showed that students could creatively work with their ideas while opportunistically collaborating with others both within and beyond groups; and (3) in terms of place, the results based on the CCQ suggested that, of all 10 factors that characterize a creative environment, six of them, including playfulness/humor, idea support, liveliness, debate, trust/openness, and freedom, were rated much superior than the means of two other reference/comparison groups—Taiwanese graduate students (n=703) and Swedish company employees (n=245). To conclude, the results showed that an idea-centered knowledge-building environment was helpful for students to become more engaged in generating, exchanging, and co-elaborating ideas while debating, collaborating and discussing with one another in an environment that is conducive to group creativity.

本研究旨在探討融入知識翻新（knowledge building）教學能否提升國小學生的閱讀理解和閱讀動機。研究對象為新北市某國小兩班三年級學生：其中一班為實驗組（n=24人），另一班則為控制組(n=27)。前者採用知識翻新原則進行教學，並輔以知識論壇（Knowledge Forum）線上學習平台；後者則採傳統講述教學。實驗時間共計18週。 本研究的研究目的在瞭解經過二種不同教學方式後，兩組學生的閱讀動機和閱讀理解表現是否具有差異。資料來源包含：（1）PIRLS閱讀測驗前後測成績；（2）平台討論貼文內容；（3）平台參與活動量（包括貼文數、回文數等量化資料）；及（4）閱讀動機量表前後測分數。資料分析採質性內容分析、單因子共變數分析、相依樣本t檢定、卡方檢定等方式。除探討二種教學之不同外，本研究並進一步探討實驗組學生在平台上的活動情形。 研究結果顯示：（1）基於知識翻新教學的平台討論活動，有助於提升學生高層次閱讀理解想法的討論，但討論內容缺乏深度；（2）知識翻新教學有助於提升學生閱讀理解能力；（3）學生參與閱讀理解討論之程度和品質皆與閱讀理解進步程度有正相關；（4）知識翻新教學對於學生閱讀動機並無顯著提升，但其閱讀動機提升程度與平台活動的參與程度具有正相關。根據研究結果，本研究提出相關討論與建議，以供後續閱讀教學及研究之參考。 / The aim of the study was to investigate whether engaging students in a computer supported collaborative knowledge building environment can help them improve their reading comprehension and reading motivation. Participants in this study were 51 third-grade students from two classes in an elementary school in New Taipei City. Of the two classes, the experimental class has 24 students, and the control class has 27 students. The students taking part in the experimental course received knowledge building pedagogy with Knowledge Forum (an online multimedia platform) being used for students to collaboratively construct their reading comprehension of the textbook articles online. The duration of the study was 18 weeks. The main purpose of this study was to investigate the differences of the instructional effects between the two classes in terms of the reading comprehension and motivation. Data mainly came from: (1) pre-post PIRLS (Progress in International Reading Literacy Study) test that investigated students’ reading comprehension; (2) the idea and discussion content contributed to Knowledge Forum; (3) participants’ interaction records automatically documented in the Knowledge Forum data (e.g., number of students’ notes contributed or built on); and (4) the pre-post MRQ (i.e., the Motivation for Reading Questionnaire) scores that measured students’ reading motivation. Both quantitative and qualitative data analyses were conducted. For quantitative data, one-way ANCOVA, paired t-test and chi-square were used to examine students’ reading comprehension and reading motivation; for qualitative data, content analysis was used to evaluate the quality of students’ ideas and discussion. The main findings were as follows: (1) knowledge building pedagogy were conducive to promoting the kind of online discussion that supports higher-level reading comprehension, but were unable to deepen the depth of discussion; (2) knowledge building pedagogy was conducive to enhancing reading comprehension; (3) both the degree of participation and the quality of discussion were found correlated with the degree of students’ advancement in reading comprehension; and (4) knowledge building pedagogy did not enhance students’ reading motivation; however, there was a correlation between pre-post change scores in reading motivation and the degree of online participation. Based on the results, some suggestions and implications were discussed.

本研究探討電腦支援合作知識翻新（knowledge building）活動對國小四年級學童閱讀理解與寫作表現的影響。研究對象為新北市某公立國小的兩班學生共53人。其中，實驗組（n=25）採知識翻新活動﹔控制組(n=28)採傳統講述教學活動。研究方法採準實驗設計中的「不等組前後測設計」；在為期十八週的實驗期間進行前測、實驗處理及後測。 　　研究資料來源包含：(1)PIRLS閱讀測驗前後測成績；(2)教學科技平台討論內容；(3)教學科技平台活動參與量；(4)寫作表現分數；(5)實驗組與控制組學生的半結構訪談；以及(6)實驗組的段考學習成績。資料分析同時使用質性與量化兩種方式。質性分析內容包括半結構訪談與平台討論內容，量化資料分析內容包含閱讀測驗成績、平台活動參與程度、以及寫作表現分數。透過多元資料分析以瞭解經過不同教學方法後，兩組學生的閱讀理解與寫作表現上是否有所差異。 　　研究結果顯示：(1) 知識翻新有助於提升學生的整體閱讀理解，且使用知識論壇進行閱讀理解提問，也有助於提昇學生的提問能力；(2) 知識翻新有助於提升學生整體寫作表現，且知識論壇上的貼文與討論活動也有助於改善學生的寫作品質；(3) 知識翻新能幫助學生改進其想法概念，且實驗後期於知識論壇的活動量也有呈現增加的趨勢；及(4)經過知識翻新活動後，實驗組的低學業成就學生之閱讀理解表現優於控制組的低學業成就學生，但二組在寫作方面則無顯著差異。 　　本研究嘗試改變過去的學習模式，透過知識翻新：鼓勵學生產生並反思想法，讓學生的學習更具主動性；及鼓勵同儕間的互助與互動以改進閱讀想法，讓學生在閱讀理解與寫作表現的成效產生正向的成長。 / Abstract The purpose of this study was to investigate the effects of knowledge building activities on grade-four students’ reading comprehension and writing performance. This study adopted a quasi-experimental design. In the experiment group, the participants were 25 grade-four students; in the control group, the participants were 28 grade-four students. The experiment class engaged in knowledge building and sustained ideational writing in order to enhance their writing performance (for 18 weeks). In contrast, the control group engaged in teacher-directed instruction. Data sources mainly came from: (1) pre-post PIRLS reading comprehension test; (2) students’ notes posted in Knowledge Forum; (3) students’ online discussion activities in Knowledge Forum, such as number of notes contributed, number of notes read, and number of notes built-on to other’s notes; (4) pre-post writing test; (5) semi-structured interview; and (6) student’ end-of-the-semester grades. To analyze, one-way ANCOVA, paired t-test and chi-square was employed to quantitatively examine students’ reading comprehension and writing test after the course. In addition, qualitative content analysis was also performed to evaluate the quality of students’ notes and to understand how students changed their views of ideas. The findings were as follows: (1) knowledge building pedagogy was conducive to enhancing students’ high-level reading comprehension and encouraging more in-depth questioning activities in Knowledge Forum; (2) after being engagaed in Knowledge building for a semester, students were able to demonstrate better writing performance, and more active discussion activities in the Knowledge Forum; (3) Knowledge building pedagogy changed students’ views of ideas and improved their idea generation capacity; and (4) Low achievers in the experiment group were able to demonstrate better reading comprehension than those in the control group. Overall, the findings suggested that knowledge building practice was able to help change the traditionally more authoritative and teacher-directed one-way instruction,   to an alternative, more student-centered, idea generation and improvement pedagogy, that helped students attain better reading comprehension and writing performance.

為協助學生發展更主動與合作的學習方式，透過「學習社群」(learning community)以共構知識，本研究運用以知識翻新（knowledge-building）（Scardamalia, 2002）理念為基礎所建立的數位學習環境—知識論壇（Knowledge Forum）—進行教學。研究目的主要在於探究學生如何透過數位學習平台以進行合作學習、並共構自然科學史知識。研究對象為修習自然科學基礎課程的大學生（N=42）。教學目標主要在幫助學生瞭解自然科學的內涵與歷史發展，並希望藉由知識分享與共構活動讓學生在平台上合作建構科學史。資料來源主要為：（1）授課教師和學生在知識論壇平台上的活動紀錄；（2）學生在知識論壇平台上的貼文與討論；（3）學生共構的科學故事；以及（4）學生對自我學習歷程的期末反思。資料分析主要透過：（1）描述統計—以計算學生在平台上所共構的科學史故事數目貼文數、回文數、與文章閱讀百分比等；（2）內容分析法—以分析教師如何營造知識翻新環境和學生如何發展對科學理論的理解；以及（3）史皮爾曼等級相關分析—以瞭解學生在知識論壇上的活動情形與期末反思強度間之相關性。研究結果發現：（1）以知識翻新原則為取向的課程設計有助於促進學生主動學習；（2）學習社群集體共構科學史可以促進學習者以較宏觀的視野看待科學史；（3）提供合作學習與知識翻新環境(即知識論壇平台)能有效幫助學習者共負集體合作的責任；以及（4）使用知識論壇平台有助於學習者進行更有效益的集體知識建構活動。本研究根據研究結果提出以下幾點建議以供未來有興趣進行知識創新教學的教師之參考：（1）教師應適當採用彈性的課程設計、同時避免過度使用傳統劇本式教學，以培養學生主動學習的習慣；（2）教師應讓學生學習如何面對較彈性、多元的學習內容，使其對某一學習主題可以有機會做更深層的理解；（3）教師應為學生營造知識共構的學習環境，協助學習者創建集體知識；以及（4）教師應善用電腦支援合作學習環境的相關工具以協助學習者進行知識共構與翻新。

本研究主要目的在探究知識翻新活動對小學生節能減碳概念理解的影響。以知識翻新理論 (knowledge building) 作為教學核心理念，並以知識論壇(Knowledge Forum，KF)─電腦支援協作學習工具─來輔助與紀錄學生的學習。研究方法採個案研究法，研究對象為台北市某國民小學五年級某班學生(N=34)，研究時程為一學年，課程以節能減碳為主題。資料來源包括：(1) 知識論壇上之想法討論與互動歷程；(2)知識論壇平台之溫室效應與節能減碳想法貼文；(3)節能減碳概念理解之測驗。資料分析包括：(1)以知識論壇的分析工具(Analytic Toolkit, 簡稱ATK)分析學生在平台上想法討論與互動的行為；(2)分析學生在平台上所發表的貼文內容之階段性發展，並將學生所討論的概念與環保署所提供的溫室效應與節能減碳國中教材進行比較，以檢測學生所提的概念之完整性與豐富度；(3)使用創造力概念的流暢性、變通性、獨創性、精密性等四個面向，檢驗學生共構的知識品質；(4)分析課程結束後所進行的節能減碳概念測驗，檢測學生在知識翻新活動下對節能減碳概念的理解。研究結果發現：(1)知識翻新教學有助於促進以「想法」為單位的學習與互動模式；(2)知識翻新的學習環境有助於學生共創豐富的知識；(3)在知識翻新的學習環境中，呈現學生的想法數量漸趨減少但品質漸趨提升的情況；(4)讓學生自己翻新知識以主動學習，相較於被動的學習方式，更有助於提升學生在科學學習上的成效。根據上述結論，本研究提出下列幾點建議：（1）教師應重視學生的想法；(2)教師應鼓勵以想法為中心的互動與學習；（3）教師應幫助學生發展創新知識的關鍵能力；(4) 教育相關單位在設計課程與測驗時，更應重視學生的深層理解；(5)教師在教學上應善加利用網路學習資源。 / The purpose of this research was to investigate the effects of knowledge building activities on elementary students’ concepts of energy saving and carbon reduction. Knowledge building pedagogy and Knowledge Forum (KF)─an computer-supported collaborative learning environment─was employed in this study to document the process of students’ idea generation and development. This study employed a case-study design. Participants were a class of fifth graders from an elementary school in Taipei (N=34). They participated in a natural science class for a year and the topic of inquiry was about energy saving and carbon reduction. Data sources included: (1) Students’ online discussion recorded in a KF database; (2) Student’s ideas about energy saving and carbon reduction; (3) Students’ final test about energy saving and carbon reduction. Data analysis include: (1) descriptive analysis using Analytic Toolkit (ATK) and Social Network Analysis to document students’ interactive processes online; (2) qualitative analysis on the content of notes posted in KF; (3) content analysis, using the four aspects of creativitiy--fluency, flexibility, originality, and elaboration--to examine the quality of ideas generated by students; (4) learning assessment using the final comprehension test to evaluate students’ level of understanding about energy saving and carbon reduction in knowledge building environment. The main findings were as follows: (1) Knowledge building instruction was found helpful for supporting students’ work with “ideas”; (2) Knowledge building environment was conducive to knowledge advancement; (3) In the process of knowledge building, it showed the number of ideas was decreasing but the quality of ideas was improved; (4) Knowledge building environment was helpful for students to enhance science learning. Building on the findings, this study made the following suggestions: (1) Teachers should value students’ ideas; (2) Teachers should encourage students to interact and work with ideas; (3) Teachers should help students develop capacity for creating new knowledge; (4) When designing instruction, it is essential to emphasize deeper understanding; (5) Teachers should make good use of the online learning resources.

數學能力向來被視為解決問題能力的重要基礎。隨著知識經濟時代的來臨，數學愈加受到重視，數學教師的教學效能亦面臨新的挑戰。為了協助師培生發展更具創意與多元的教學方式，本研究在中學數學科教材教法之課堂中，提供學生以知識翻新（knowledge-building）(Scardamalia, 2002) 教育理念為核心的課程設計，並使用知識論壇(Knowledge Forum™)數位學習平台作為本課程的線上輔助學習環境。研究主要目的在利用教室中與論壇上的知識翻新活動以提昇師培生對數學相關信念之反思與瞭解。研究對象為9位師培生。本研究透過混合研究設計以蒐集資料，資料來源包括：（1）整學期師培生在「知識論壇」平台上之討論與貼文；（2）期初與期末的數學信念開放式問卷；與（3）師培生的試教。資料分析方式如下：(1)平台上的貼文主要使用知識論壇分析工具(Analytic Toolkit for Forum)探討師培生在平台上的互動與知識翻新歷程；（2）數學信念開放式問卷主要以兩種觀點進行內容分析並交叉檢證；與（3）試教過程(錄影檔)以開放式問卷所產生之編碼進行影片內容的分析。 研究結果發現：（1）以知識翻新理論為原則之課程設計有助於師培生發展更建構取向之數學信念；（2）使用知識論壇平台有助於師培生分享知識與自我反思；（3）數學信念與教學實踐呈現相互影響的關係；以及（4）透過知識翻新的課程設計，師培生逐漸理解多元與彈性的教學對學生學習的重要性。本研究根據研究結果提出以下幾點建議以供未來師培教育之參考：（1）數學師資培育必須將專業學術知識的學習與成熟信念的養成作更密切的銜接；（2）師培機構進行課程設計時，應提供更多元開放的教學方式來幫助師培生學習；（3）師培教育應鼓勵師培生發展更能適應未來學生學習之教學方法。 / The purpose of this study was to investigate the impact of knowledge building pedagogy and technology on preservice teachers’ views on the nature of, and teaching practices in, mathematics. Participants were nine preservice teachers who took a university course titled “High-School Mathematics Teaching.” A software program called Knowledge Forum was employed to enable an online knowledge building environment for preservice teachers to explore, reflect, and discuss about the nature of, and teaching practices in, mathematics. Data mainly came from three sources: (1) preservice teachers’ online posting and discussion recorded in a KF database, (2) a survey about mathematical beliefs with eight open-ended questions, and (3) preservice teachers’ teaching practice videos. To analyze, (1) online discussion records automatically recorded in Knowledge Forum were analyzed using descriptive statistics; (2) open-ended survey questions were content-analyzed following an open-coding procedure; and (3) two cases of preservice teachers’ teaching practice were further explored by employing video analysis techniques. The main findings were as follows: (1) engaging in knowledge building was found to help preservice teachers develop more constructivist-oriented mathematics beliefs; (2) use of Knowledge Forum was helpful for preservice teachers in sharing their knowledge and reflecting on their teaching; (3) mathematics beliefs and teaching practice could mutually influence each other; (4) after engaging in knowledge building for a whole semester, preservice teachers were able to realize the importance of capitalizing on more diversified ways of teaching to enhance student learning. Building on the results, this study made the following three suggestions: (1) teacher education program should pay more attention to integrating the learning of pedagogical content knowledge into the development of more mature mathematical beliefs among preservice teachers; (2) teacher education program should encourage more diversified and flexible ways of teaching practice when designing its courses; and (3) teacher education program should encourage preservice teachers to develop more adaptive teaching practices to help students learn in the future.

本研究的目的在於了解國中教師資訊科技融入教學的情形，並探討教師教學信念、科技學科教學知識(Technological Pedagogical Content Knowledge, TPACK)和知識創新學習環境間的關係；同時並分析教師背景變項對TPACK表現造成的影響。 本研究的問題主要如下：(1)了解教師在不同背景變項下其TPACK表現是否有所不同？(2)探討教師的教學信念、TPACK和學生知識創新學習環境之間是否具有相關？(3)教師的教學信念是否對教師的TPACK表現具有預測力？(4)教師的TPACK表現是否對知識創新學習環境具有預測力？ 本研究改編外語教師TPCK調查研究問卷(Chai et al., 2011)和知識創新學習環境(Lin et al., 2014)之問卷，形成本研究資訊融入教學的問卷，對桃園市國中老師390位進行施測，統計方法上使用一般描述性統計、皮爾遜積差相關、單因子多變異數分析、多元迴歸分析以驗證假設問題。 研究發現如下：(1)教學年資較淺、任教術科教師、有使用教學平台及每周上網時間較長的教師在TPACK表現較佳。(2)學習者中心的教師信念、TPACK和知識創新學習環境之間具有顯著關係存在。(3)學習者中心的教學信念對TPACK的表現具最佳預測力。(4)教師的TPACK能力對知識創新學習環境也具預測力。本研究並根據上述研究發現提出相關的結論與建議以供教師或教育機關參考。 / The purpose of this study was to investigate the relationship among technological pedagogical content knowledge (TPACK), teaching belief, and knowledge building environment, in order to understand how teachers may integrate information technologies into their instruction. This study attempts to answer the following research questions: (1) what are some major demographic variables that may influence middle school teachers’ TPACK level? (2) How are teaching belief, TPACK level, and knowledge building environment related to one another? (3) Can teaching belief help predict middle-school teachers’ TPACK level? (4) Can higher TPACK level help teachers to cultivate more creative knowledge building environment? Data from 390 samples were obtained from middle school teachers in Taoyuan, Taiwan, through an adapted survey. The statistics employed for data analysis include descriptive statistics , Pearson's correlation analysis, one-way ANOVA, and multiple regression. The major findings were as follow：(1) Teachers who had less years of teaching experiences, or taught non-examination-oriented subjects, or had experiences of using teaching platforms or used Internet more often, tended to have higher TPACK level. (2)There were significant correlations among teaching belief, TPACK level, and knowledge building environment. (3)Student-centered teaching belief was found to predict teachers’ TPACK level. (4) Higher TPACK level was also found to predict teachers’ capacity to foster more creative knowledge building environment. Based on the findings, relevant conclusions and suggestions were also made for teachers and educational policy-makers.

傳統作品導向(product-oriented)英文寫作教學重結果、輕過程，加上傳統學習環境多以教師為中心，重講述、少建構，不僅容易限制寫作內容的創意展現與發展，同時，學生在學習上亦容易處於一個被動獲知的角色。知識翻新理論中的知識建構歷程與想法創化環境，則提供了英文教師與學習者一個另類的教學設計原則以及學習環境感受。因此，研究者希冀能透過知識翻新教學理論之原理原則，設計出一套適用於高中生的英文寫作活動，幫助學生產出想法、發揮創意、提升寫作品質。有鑑於此，本研究旨在探討結合電腦輔助平台（即知識論壇）之知識翻新教學活動對高中生學習環境感知與英文寫作表現之影響。研究方法採個案研究法，研究對象為39名高二文組班學生。 　　本研究除了探討知識翻新活動對學生學習環境感知與英文作文寫作表現的差異情形之外，更進一步探討學生於構思階段寫作想法的轉變歷程以及教師在進行教學時的反思情形。本研究的資料來源包括：（1）知識創新學習環境問卷；（2）英文寫作成品；（3）構思活動記錄；（4）開放式問卷；（5）教師教學反思記錄。上述資料分析採量化的成對樣本t檢定、Pearson相關、描述性統計、獨立樣本t檢定、與單因子變異數等統計分析以及質性的內容分析，藉以瞭解學生對知識翻新創意氛圍的感知情形與英文寫作表現，以及以知識翻新原則導向的想法演變歷程與教學反思情形。 　　研究結果顯示：（1）知識翻新有助於提升學生的創意氛圍感知；（2）知識翻新英文寫作活動能提升學生的寫作的內容與表現能力；（3）以知識翻新理論為基礎所設計的英文寫作構思活動，能促使學生發想與精進寫作的想法；（4）知識翻新原則取向所進行的教師教學反思，能幫助教師改進與調整其教學信念與教學模式。最後，根據研究結果，本研究提出相關討論與建議，以供後續英文寫作教學及研究之參考。 / Traditional product-oriented English Composition pedagogy tends to focus on the writing results but not the writing processes. Accordingly, traditional learning environment also tends to be teacher-centered, emphasizing teacher’s lectures rather than students’ knowledge construction. Such pedagogy and environment not only restrain students’ development of creativities, but also turn students into passive learners. In contrast, the emphasis of a process of knowledge construction and idea development in a knowledge building environment has provided teachers and students an innovative pedagogy and an alternative learning environment. Therefore, the researcher in this study decided to employ the principle-based knowledge building theory to design more suitable English composition activities, in order to help students learn how to generate writing ideas, develop creative writing capacity, and eventually improve the quality of their English composition. As such, the purpose of this study was to investigate the effects of computer-supported knowledge building activities on high school students’ perception of learning environment and English writing performance. To this end, this research employed a case study and the participants were 39 second grade high school students. In addition to understanding how students perceived their learning environment and advance their English composition performance, this study further discussed the process and the transformation of writing ideas in three different stages and the condition of teacher reflection during the teaching. The data of this study mainly came from: (1) a knowledge building environment scale; (2) students’ English composition works; (3) the records produced during three ideas generation stages; and (4) the teacher’s teaching reflection. Quantitative and qualitative measures were applied in this study, and data were analyzed through paired-samples t tests, Pearson's product moment coefficient, descriptive statistics, independent-sample t test, one way ANOVA, and content analysis. The main findings were as follow: (1) knowledge building activities improved students’ perception of learning environment; (2) English composition activities which were based on knowledge building theory were able to advance students’ writing contents and performance; (3) brainstorming activities assisted students in idea generation, idea improvement, and idea synthesis; (4) teaching reflection affected teacher’s teaching beliefs (from cognitivism to constructivism) and teaching models (from teacher-centered to student-centered). Based on the results, some suggestions and implications were discussed.