Discussion on the Related Factors of Introducing Action Learning in Kaohsiung City Elementary School Teachers

• Main Authors: Chueh Ken Yeh, 葉鵲根
• Other Authors: 陳俊卿
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/d8a8z4

碩士 === 樹德科技大學 === 資訊管理系碩士班 === 107 === The change of science and technology, the digital adaptation of the new generation of students seems to be better than the previous generations. From the time when the old people sometimes want to learn new digital skills from young people, it seems to have changed the traditional educational order of the young to learn from the elderly. School education and teacher roles will also face dramatic changes. In fact, the development of science and technology has always been unable to break away from the humanistic social context, with the invisible hand of competition and capital concept, but gradually pushes student achievement to M-type; even if information integration into teaching has become a trend, educational experience and scaffolding learning Provided, and not entirely technologically capable. These immature individuals remain in the vast sea of the Internet, often causing educators to be superficial, low-organized, and lack of focused cognitive traits, which may cause a low level of learning. Especially in the information society where knowledge is soaring, combined with the dual pressures of economic competition and entrance examinations, the debate on the abilities and abilities of the education field has always been heard. How can new generations of students open up in this complex, contradictory and diverse social environment? Knowledge dialogue and meaningful learning activities are really interesting and worthwhile educational issues. In view of the above, the purpose of this study is to understand how educators can adapt to the learning traits and learning problems of new generations and introduce the teaching methods of action learning, thus contributing to their learning outcomes. In order to achieve the purpose of the research, the theoretical literature is used to clarify the relevant factors of the teacher''s introduction of action learning, and then the questionnaire data is collected to test the correlation between various factors to verify the directional hypothesis based on the theoretical logic. The questionnaire survey is limited by the researcher''s energy and funding. It is planned to take random sampling from the schools in various regions of Kaohsiung City. The Kaohsiung City Public National Primary School teachers (or administrative teachers) have a total of 200 research objects. The study found the following: (1) "Student''s learning traits" and "student''s learning problems" affect the "teaching style of action learning" for Kaohsiung Elementary School teachers. (2) "The teaching method of action learning" affects "student''s learning effectiveness". (3) Teachers of different backgrounds have significant differences in judging "student''s learning traits" and "student''s learning problems". (4) Teachers from different backgrounds agree that "the teaching method of action learning" and its "student''s learning effectiveness" due to action learning are significantly different. Based on the research findings, it is expected to present research findings and recommendations for the introduction of action learning for Kaohsiung Elementary School teachers.