Vol. 22-1（2009/6）
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Chieh-Hua Lu & Yi-Wen Chen
This study aimed to investigate the current implementation of media literacy education by surveying the teachers who has been trained for implementing media literacy inelementary schools. The study seeks to understand how media literacy education isprovided, what kinds of difficulties are encountered, and how teachers react to thedifficulties. The research findings include: 1. Elementary school teachers trained in medialiteracy usually offer media literacy education during homeroom teacher’s time and flexible course hours. They consider general studies and literacy courses to be most suitable for introducing media literacy. 2. Elementary school teachers trained in media literacy were obviously insufficiently involved in the teaching of media literacy education. Despite difficulties in implementation, they still hold a positive attitude towards media literacy education. 3. There is a significant difference in gender, age, class grades, number of workshops participated, and experiences of the trained teachers on these teachers’ implementation of media literacy education. 4. There is a significant difference in the position of the teacher, grade level taught, subject taught on the difficulties teachers encountered during the implementation of media literacy education 5. The trained teachers of different genders, ages, class grades, number of workshops participated, and experiences present significant differences in their attitude toward difficulties encountered during the implementation of media literacy education. 6. The involvement in teaching media literacy has moderately positive correlation with teachers’ attitude toward difficulties in implementing media literacy. However, teaching involvement and level of difficulties, level of difficulties and attitude toward difficulties are negatively correlated to a low level.
Keyword：elementary school teachers, media literacy, media literacy education, integration of media literacy in instruction
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Hsin-Ying Hsu
The purpose of the research is to discuss the perception of educational staffs toward education supervision. The conditions of the perception in supervision model, operation mechanism, as well as the function of education supervision in different backgrounds were also investigated. In addition, suggestions for Education Administration Department and related schools are provided. The researcher adopted survey as the main research method. Seven hundred and sixty-two questionnaires were distributed and 688 were returned. There were 672 effective questionnaires with the returned rate of 78.4% and useful questionnaires´ ratio was 88.2%. Statistical information collected in the survey were described and analyzed through t-test, one-way ANOVA and multiple stepwise regression methods. The results of this study revealed: (1) Educational staffs have a positive perception of education supervision model, and within which the “developmental education supervision” model is the highest. Difference background variables affected their perception, except for age and seniority. (2) Educational staffs have a positive perception of the operation mechanism of education supervision, and among which staffs are most positive on “teachers’ learning culture.” Difference background variables significantly influence their perception except for age and seniority. (3)Educational staffs hold a positive perception of the function of education supervision, and among which staffs were most positive about “the improvement of teaching method.” Difference backgrounds variables significantly affects their perception on the functions of education supervision except for age. (4)The elements of “to implement or not”, “to form the types of teachers” and “to be a current position” in background, the “clinical supervision” in the education supervision model, and the “important supervision work” in the operation mechanism of education supervision are the key elements in the anticipation of the function of education supervision.
Keyword：education supervision, education supervision model, developmental strategy of education supervision, function of education supervision
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Chi-Chau Lin
The purpose of this study was to examine the relations among future time perspective, achievement goal, and learning behavior of Taiwanese vocational high school students. The mediating effects of the individual’s achievement goal on the relations between future time perspective and adaptive learning behaviors were also explored. Eight hundred and thirty students participated in this study. Multivariate analyses and path analyses were employed. Results showed there were both gender and subject major affect future connection and help-seeking behaviors. Path analyses showed that future connect influenced students’ help-seeking and insisting behavior both directly as well as indirectly through the mediation of performance-approach goals. In Addition, future value had a positive impact on students’ help-seeking behaviors indirectly through the mediation of the three kinds of achievement goals. Moreover, future value affects students’ help-seeking behaviors both directly as well as indirectly through the three kinds of achievement goal. Implications for education were discussed and suggestions for future study were also proposed.
Keyword：future time perspective, achievement goal, adaptive learning behavior
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Ya-Rong Huang
In an attempt to understand whether students have undergone better learning experiences by studying at prestigious high schools rather than ordinary ones, this study compared three aspects of learning experiences (classroom teaching methods, cram education participation, extracurricular reading) between students who studied at one of the 19 most prestigious high schools and students who studied at high schools other than these 19 schools. A total of 30842 students who participated in the 2005 Freshmen Survey in the Higher Education Database of Taiwan served as the participants of this study. Major findings are as follows: First, according to student responses, teachers at prestigious high schools employed four classroom teaching methods that allowed higher levels of student participation in the learning process more often; Second, the percentages of students who received cram education with regard to the subjects of English, Math, Physics, and Chemistry were higher in the prestigious high schools than in other high schools, whereas the percentages regarding the subjects of History and Geography were lower in prestigious high schools than in their counterparts; Third, students studying at prestigious high schools read newspaper, novels, prose/poetry, academic books and comic books more frequently than their counterparts at other high schools did, and the differences in regard to prose/poetry, academic books were of some practical significance. Practical and research implications based on these findings are discussed.
Keyword：classroom teaching methods, cram education, extracurricular reading, prestigious high schools
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Brain-Based Curriculum and Teaching
Chien-Ya Wang & Hsueh-Chih Chen
The core of the education is to develop a sound brain. Recent studies of brain science may inspire teachers to guide children with effective strategies through a neurophysiology perspective. Therefore, this article which introduces brain science from micro to macro level illustrates physiological mechanism of brain learning, and describes the developing properties of the brain. The enlightenment of brain science on education as well as the limitation of its applications are discussed. The concept of Brain-Based Curriculum and Teaching (BBCT) was derived and proposed based on the discovery of brain science in learning process of mind. BBCT offers teachers a direction of teaching and individual survey. It also offers future scholars a curriculum model or an index of evaluation to be extended further.
Keyword：brain and education, brain-compatible curriculum, curriculum and teaching, cognition
