情境模擬策略融入師資培育線上課程之設計與發展：以“班級經營”為例 Design and Development of Online Course Using Scenario-Based Strategy in Teacher Education Program for Classroom Management Course

433 !"#$%&'42 : 3 (March 2005) : 433-449

!"#$

!"#$%&

!

!"#$%!&

!"# !"#$%&'()*+,-./0123456

!"#$%&'()*#+,-./*0 1234'( !"#$ !"# !"#$%&'()*+,-. !"#$%&'()*+,-./01&234561789 !"#$%& '()*"+,-./0123456789 !"#$%&'(ADDIE !"#!$%!&'() !"#$%&'()*+,-./0123456789:; !"#$%&'()*+,-./012 34567 !"#$%&'()*+,-./01234

! !"#$%&"'()*"+,-./01

1970 !"#$%&'()*+,"-./01234567%89

!"#$%&'()*+,-./012'3-456789:;/

!"#$%&'()*+199821 !"#$%&'()#*+

!"#$%&'()*+,-./012345678%19:;<=

!"#$%&'()*+,-.-/012345 !6789:

!"#$%&'(!)*+ ,-+(./01231997 !"#$

!"#$%&'()*+,-./&012345678./9:;/<

!"#$%&'(!")* +,-./0%123%456%789%:

434 !"#$%&'42 : 3 (March 2005)

!"#$!%&'()*+,'-./!012345$67()89:

!"#$%&'()*+,-./0123456789:;<=

_{Good & Brophy, 2002} !"#$%&'()*+,-./&01234

!"#$%&'()*+,-./0/'123456

!"#$%&'()*+,-./ !.0123456(789:

!"#$%&'(_19981999 !"#₁₉₉₉ !"#$%&'()*

!"#$%&'"()*+,'%-'./012340567840

!"#$%&'()*+,-./$01'234567869:';<

!"#$%"&'()*+,-&./0)"1&234+5

!"#$%&'()*+,-./0.1234567"#89:;<=

!"#$%&'()*+,-./0123456789:;<)=>?

!"#$%&'()*+,-./0123!₁₉₉₇ !"₂₀₀₃ !

₁₉₉₉ !"#$%&'(")*+",-./0123%456789:

!"#$%&'()*+,$-./0123%-4(5./0123%

!"#$%&'()*+,-./&0123456789:;<1

!"#$%&'()* +,-./012345678'9:;.

!"#$%&'( )*+,-./01&23456#789:;'<

!"#$%&#'()*+,-./0123456789:;₁₉₉₈

!"#$%&'()*+,-./0123456789:;<=>+,

!"#$%&'()*'+,

!"#$%&'()*#$%&+,-./0123456789:

!"#$%&'()*+,_1. !"#$%&'()*+_2. !"

!"#_3. !"#$%&'_4. !"#$_5. !"#$%&'

_{Randall, 2002} !"#$%&'()*+,-./0123456%&7

!"#$%&'()*+,-./01234567,89$%&':;

!"#$%&'

!"#$%&'()*+,-./0123456789:;2<=>

!"#$%&'()*+,-./01234%56789:;<=>?

!"#$"%&"'()*+,-./01234 !56789:

!"#$%&'()"*+,&%-./0123456789:;

!"#$%&'()*+,-./,-0123456789:;<=

!"#$%&'()*+,-./0123456789:;<=/0>

435

!"#$%&'()*+,-./0123456789:;%< !"#

_!"

!"#$%&'()*+,-./012345!6789:"#$ !"#$%&'()"#*+,-./

!"#$%&'()*#+,-./$%01&23456

!"#$%&'()*

!"#$%&'()*+, !$%)*-./$%)*0123

!"#$%&'()*+,-./012345*678

1. !"#

!"#$%&'()* "#+,-./)0 !12345&67

! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 789 : ; (

1997 !"#$%&$%'()BrownCollins & Duguid1989 ! 19941996 !"#$%&'()*+,-./0123-"45678,

!"#$%&'() *+#,-./01234(56$78*+

!"#$%&'()*+,-./0123456789:;<=>)

!"#$%&'(

!"#$%&'()1995 !"#19941996Ormord1999

!"#$%&'()*+,-)./%&012'(34&5678

!"#$%&'()*+, -./012345126789:;<

!"#$%&'(#)*+,"-.%/0+,12& !'"3

!"#$%&'()"*+,-./0123456789,:%;

!"#$%&'()*+,- ./0123456789:,;

!"#$%

2. !"#

!"#$%&'()*Bandura !"#$%&'()*$+,-./

!"#$%&'()*+,-./0$123&$4567*89#:;9<

!"#$%&'()*+,-.#/01231 !"#$%&'()*

!"#$%&'1997

_{1 Bandura} !"#$ !"#$%&'1996

436 !"#$%&'42 : 3 (March 2005)

!"#$%&'()*+,-.!/0123!4567(),-8

!"#$%&'()*+,-./012345678'9:;<=8

!"#$%&'()*+,-./$01234'56789:;<=>

!"#$%&'( )*+!,#$-./01234)567

3. !

!"#$%&'()*+!",- ./0123'(45678

!"#$%&'()*+,-./012345&(67#8!"/9

!"#$%&'()*+₁₉₉₄ !"#₁₉₉₅ !"#₁₉₉₅ !"

₁₉₉₅ !"#$%$&!'()*'+,-./01234567!89'

!"#$%&'$()*+,-.%*/#0123$45%6789:

!"#$%&'()*+,-.+/012,3456789:$;9

!"#$%&'()*+,-./01234567 82)9:345

!"#$!%&'()

!"#$%&'()*+,-./01!"2$3

1. !"#$ !%&'()*()&+',-./0 !123() !"#$%&'()*+,- !.

2. !"#$%&'( !")*+,-./0'$%1./0-23 !"#$!"%&'()*+,-.

3. !"#$%&'()*+,-./0,-.12345#67&,

! " # $ % & ' ( )

2002 ASTDAmerican Society for Training and Development

!"#$%&#'()*+,-./0123456./7859:;<= !"#$%&'()*+₂₀₀₃

!"#$%&'()*+,-.%/0123%/4"56789

!"#$%&'()*+!+,-.'(/01234₁₉₉₅ !"

!"#$%&'()*$+,-./012345$6789:;<=

!"#$%&'()*+,-./012345₁₉₉₈ !"#$%&'

!"#$%&'()*+,-.%'/012.3"%'_Landow1992

!"#$%&'()*+,-./01$23(.456*+7.89$

!"#

Randall2002 !"#$%&'()*+,-./0'()*12345

437 !"#$%&'()*+,-./0123456789:;%< !"# !"#$%&'()*+,-./01#23456789:;<=>' !"#$%&'()"*+,

!"#$%&'()*+,-./0123

!"#$

1. !"#$%&'()*+,-./

!"#$%&'()*+,-.)/01234.)5*"#678 !"#$%&'()*+,-.'()/01234567)489: !"#$%&'()*+,$-./0123456789():;<= !"#$%&'( !"#$%&'()*+,-. !"#$%&$'()* !"#$%&' !"#$%&'()*+,-. !"#$%&'() !"#$!%&'()*+ *

* !"#$%& * !"#$%&'( * !"#$%

* !"#$%&'( * !"#$

* !"#$

!"#$%&'( !"#$% &' !"#$%&'()*+,-. ! ! ! ! ! ! ! ! !"#$% !"#$%&'()*+,-' !"#$ !"#$%&' !"#$%&'()*+,-./ !"#$%&'()*"+, !"#!$%&'() * !

* !"

* !"#$%&'( * !"

* !"#$%&

* !"#$%&'(#)*$%

* !"

!"#$%&'()

!"#

!"#$%&'()*+'%, !"#$%&'()*+,-#. !"#

₁ !"#$%&'( !"#)*+

438 !"#$%&'42 : 3 (March 2005)

!"#$%&'(!)*+,-./"01234567*89:;)<

!"#$%&'()*+,-./0%12345$67 89:%

!"#$%&'()*(+,-./01234567./0893:;

!"#$%&'()*$!+,!-./01234567%689:

!"#$%&'()*+,-./0123456789:;<=>?

!"#$%&"'()*+,-."/0123435)6789"/2

!"#$%&'()*

2. !"#$%& '()*

!₁₉₉₆ !"#$%&'()*+,-./012345678%

!"#$%&'(!)*+,-./&0123456789:/;<3

!"# $%&'()*+,-./012345#67/8 9:;<

!"#$%&'()*+,-./01234(3567 89:;<=

!"#$"%&'()*+,-./01234562789:2;<2=

!"#$%&'()#*+,-./01234'556789:;<=

!"#$%&'()*+,-'!./0123+4&56789:;</

!"#$%&₃₀ !"#$%&'()*+,-./012!345

!"#$%&'()*+,-./

!"#$%&'(₂ !"#$%&'()*+,-./01

!"#$%&'()

3. !"#$

!"#$%&'()*+,-.&/012&34567#$%&

!"#!$%&'()*+,-./012345*6789:;<!

!"#$%&'()*+%&,

2 !"#$%&'()*$%+,

! !"#$%&' !"#$%&'()

!"#$%&'()* !"#$%

! !"#$%&'()#*+,- !"#$%& !"#$%&'()*+,-.

! !"#$%&'(!)*+,- !"#$%&'()*+,-. !"#$%&'()*+, - !"#$%&'(")*+, !"#$%&'() !"#$%&'

! !"#$%&'(%)*+,-

!"#$%& !"#$%&'()*+,-.

439

!"#$%&'()*+,-./0123456789:;%< !"#

!"#$%&!'()*+&,-./01 2345./0167

!"#$%&'()*+,-./01234%56789:;<%=>

!"#$%&'(

!"#$%&'()*+,-.$/0123456789:+,$;

!"#$%&'()*+,-./'(&)*+,0123&45678

!"#$%&'()*+, -./0

4. !"#

!"#$%&'()*+%,-./01023456789:;

!"#$%&'()*+,-./012345+6789:;<=>?

!"#$%&'()*+,- !./012$3456789:;<=

!"#$%&'()*+,-./0123456789:;<8=>?

!"#$%&'()*+,-./0123.45'678923:;<

!"#$%&!'()*+,-./0123456789:;<=>

!"#$%&'(!)*+,-5. !

!"#$%&'()*+#,-./01#234)*+#-501

2003 !"#$%&'()*+,-./016 !"#$%&'

22024 !"#$%&'()*+,-$./01-2345).67, !"#$%&'()*+,-./ 01#23&4567%&89

! "#$%&'()* !+,-./0

!"#$

!"#$ %&'()*+,-+./0123/0453678

!"#$%&'(

1. !"#$%&

!"#$%&'()*+,-./0123%&'(4567856

!"#$%&'()*+,-./012345/0(6789:;/

!"#$%&'()₃

!"#$$%%&'()*+,-./01234*56789+,

!"#$%%&'"()*+,-./()012"345*+678(

!"#$%&%'()*+,-./0123456789:;<=>

!"#$%&'()*+,-*./0123456789:;<

!"#$%&'()*+,-./0123456789:;<='= !"#$%&'()*+,-./0123456789:;<=>0

440 !"#$%&'42 : 3 (March 2005)

2. !"#$%&'(

!"#$%&'()*+,-./ 012$%"345)*+&'6

!"#$%&'()*+,- ./01&23456789&:;

!"#$%&'()*+,'-./&012)345 !6789 !

!"#$%&'()*+$,-./0123456789

!"#$!%&'()%*+,-./01&2345678/9

!"#$%&'()*+,-.()/012#34!56&738

!"#$%&'(!)*+#,-./,0123456789:;!

!"#$%&'()*+ !",-./01234567-89:

!"#$%&'()*+,-)./01234567/%"# )

!"#₂

₃ !"#$

!

! 1. !"#$%&'( !"#$%&'()* !"#$%&'() 2. !"#$% !"#$%&'()

! 1. !"#$%&'() !"#$%&'(") 2. !"#$"%&'( !"#$%&'() !"#$%

! 1. !"#$%&'( !"#$%&'()*

! !"#$%"&'()

!"#$%&'( 2. !"#$%&' !"#$%&

! 1. !"#$%&'( !"#$%!"&'(

!" !"#$%&'()

!"#$% 2. !" #$%& !"

₂ !"

3. !"#

!"#$%&'()*+,-(./0123456789:%-;

₁ ! "#$ !%&'()*+,"-../01'$2

441 !"#$%&'()*+,-./0123456789:;%< !"#

!"#$%&'()*+,"-./012#$3456789₃

₂ !"#$%&'()*+,-. !"#/"#012345

!"#$%&'()*+,-./01"#2&'(34$%56"#2

!"#$#%&'()*+,-./01234 56%-.78 9:

!"#$%&'()*+,-./012345₄

₄ !"#$% !"#

!"#

!"#$ !"#

!" ₃ ! "#$

!"

442 !"#$%&'42 : 3 (March 2005)

4. !"#$

!"#$%&'()*+,#-./0123!"/0456(78

!"#$%&'()*+,-./0123456789:;<=>$?

!"#$%& '()!*+,-./012345+,6789:;<

4 !"#$%&'()*+,-./012345627

!"#$%&'()*+#,-./"012#3456789:

!"#$%&'()*+,-./01234567

5. !

!"#$%&'()*+,-./0(123(145(678*"

!"#$%&'()*+,-)₅

!"#$

! " # $_{I l l u s t r a t o r} ! " # $_{P h o t o s h o p} ! " # $

SoundForg !"Flash !"#$Macromedia Captivate !"#$ !"#$%&'()*+,-./01#23456789:;<=>? 1. !"#$2. !"#$3. !"#$4. !"5. _6. !"#$%&'()*+,-./012

!"#$%&

!"#$%&'()*+,-./012345)6789':;<=

!"#$%&'()!*+,-./!0123456789:;<7= !"#$%&'()*+,-./0 1234/056789:;<= !"#$%&'

₅ !

443 !"#$%&'()*+,-./0123456789:;%< !"#

1. !"#$%&'()

!"#$%&'()*+,-./01234526&789:;<=

!"#$%&'!()*+,-.!/01!23456789:;<=

!"#4

4 !"#$

! ! !

1. !"#$%

2. !"#$%&'( !

3. !"#$%&'( !"#$%&'

4. !"#$%&'

5. !"#$%&'

!"#$%&'

6. !"#$%&'(

7. !"#$%&'

!"#$%&

8. !"#$%

9. !" #$ %&

!"

10. !"#$%&'

11. !"#$%&' !"#$%&' !"#$%&'() ! !"#$%&' !"#$%&'() !"#$%&'( !" !"#$%&'() !"# !"#$%&'() !"#$%&'() !"# !"#$%" & !"#$%&'() !"#$%& !"#$%&'() !"#$%& !"#$%&'() !" !"#$%&'() !"#$ !"#$%&'(! !"#$%&'( !"#$%& !"#$%&' !"#$%&'() !" !"#$%&'( !"# !"#$%&'()

2. !"#$%&'

!"#$%&'()*+,-./01'()2345672

!"#$ !%&'()*+,-./ !$01"#23452678

444 !"#$%&'42 : 3 (March 2005)

₅ !"#$%&

! ! !

1. !"#$%&'(

2. !"#$%&'(

3. !"#$%&'

4. !"#$%&'(

5. !"#$%&'( !"

6. !"#$%&' !"#

7. !"#$%&'( !"#$%&

8. !"#$%#&' !"#$%&

9. !" #"$%& !"#$ !"#$%&' !"#$%&'( !"#$% !"# !"#$%&'( !"#$% !"#$%&'()* !"#$ !"#$%&'!() ! !"#$%&'() !"#$%#&' ( !"#$%&'()* !"#$%&'()* !"#$% !"#$%&'() !" !"#$%&'()* !"#$%&'()* !"#$%& !"#$%&'()* !

3. !"#$

!"#$%&'()*+,-.*/*010 !"#$%&'(

!"#$%&'()*+,-,6

₆ !"#

! ! !

1. !"#$%

2. !"#$%&'#$

3. !"#$%&'(

4. !"#$%&'(

5. !"#$%&'() !"#$

6. !"#$%&'(

7. !"#!$%

445 !"#$%&'()*+,-./0123456789:;%< !"#

!"#$%&'()*+,-./012*34567568

!"#$%&'()*+,-!./0123%456789:;<=

!"#$%$&'()*+,-(./*+012(3456789:;

!"#$%&'()%*+,-./0123

!

!"#$%&'()*+,-./0123456789:;<=>

!"#$ %&'()*+,-./0123456789:;<=>

!"#$%&!'()*+,-*./0123456789:;<

!"#$%&'()*+,-.($%/012345+/06789

!"#$%&'()*+,-./"0123456789:;<=>?

!"#$%&'()!*+,-./.0,1234567189:;

!"#$%&'()*+,-./#012345678/9:;<=>

!"#$%&'()*+,-./0123456$789:;<=

!"#$%

!"#$%&'()*+,-./0123456,789:;<=

!"#$%&'()*+,-.

!"#$%&'()*

!"#$%&'()*+,-./0123,450678"9:

!"#$%!&'()*"+,#)* -./!0(123"45

!"#$%#$&'()*+

!"#$%

!"#$%&'()*+,-./ !0123456789:

!"#$%&'()!*+,-./0./123

!"#$%&'

!"#$%&'()*+,-'./0123456,789:;< 8. !"#$%&'(

!"

9. !"#$%$&'( !"#$%&

10. !"#$%&'( !"#$%

!"#$%&'()*+ !"#$%&'(

!"#$%&'%()* !"

!"#$%&'"#$% !"#$%&'()*+

446 !"#$%&'42 : 3 (March 2005)

!"#$%&'()*

!"#$%&'()*+

!" #$ %&'()*+,-./+0123456789':

!"#$!%&'() *+,-./01%23456789:;< !"#$

!"#$%&'()

!"#$%&'()*+ ,-./012 345/6789

!" #$%&'()#*+,%-./ !012#3

!"#$%&'()*+,-./0#$%&)*1.234567 !"#$%&'()*+,-./0123$456789:;/<=>

!" #$%&'()*+,-./0123456789:;<=(>

!"#$%&'()*+,"#-./0123456789:;$< !"#$%&'($)*+,-./012345678

!

!1996 !"#$%&'()*# !"#$263-12

!1994 !"#$%&'()*$+,-./&01*$234+5#

!131-14

!1998 !"#$%&' !"#

!1998 !"#$%&'( !"131-13+133

!1998 !"#$%&'()*+ !"6734-50

!2001 !"#$%&'()*+,-./012345 !"85

5-14

!"#$%&'(2003 !"http://ipc.tku.edu.tw/frame/main4.html

!1996 ! !"##$

!"#$!%&!'()!*+,-1990 ! !"#

!1997 !"#$%&'()*+, !8911-16

!1999 !"#$%&'()*+,-./0120345678)*+,9:

!"#$%&'()*+,-./012!"3456+7894:;<4&

!2001 !"#$%&'%()*+, !"#

!1995 !"#$%&'()*+ !"32213-224

!1995 !"#$%&'()*+ !"#$2138-46

!1995 !"#$%& !"31-4

!1997 !"#$%&'()*+,-. !"#43120-142

!1995 !"#$%&'(%)*+,-./01 !37114-24

447 !"#$%&'()*+,-./0123456789:;%< !"#

!1999 !"#$%&"'()*+,-./012345%6"'#789

!"#$%&47-63 !" #$%

!1998 !"#$%&'()*$+,-./0123456789:);$

!"#$% !"#$%&'()215-242 !"#$%&

!1997 !"#$%&'(!)*+, !"#$%

!1996 !"#$%& !"#$%

!1999 !"#$$%&'($)*+,-./0123'456&701 !"#$%&'()*+

!1997 !"#$%&'()*+,-./01 !"3955-60

Good T. L., & Brophy J. E. (2002) !" !"#$%&'()*+,-(

Kindley R. W. (2002). Scenario-Based E-Learning: A step beyond traditional E-Learning, Available from: http://www.learningcircuits.org/2002/may2002/kindley.html

Landow, G. (1992). Hypertext: The convergence of contemporary critical theory and technology. Baltimore: Johns Hopkins University Press.

Ormrod J. E. (1999). Human learning. New Jersey: A Viacom Company.

448 !"#$%&'42 : 3 (March 2005)

449

Journal of Educational Media & Library Sciences 42 : 3 (March 2005) : 433-449

Design and Development of Online Course

Using Scenario-Based Strategy in

Teacher Education Program for

“Classroom Management” Course

Chih-Feng Lai Graduate Student

Chiung-Sui Chang Assistant Professor

Department of Educational Technology, Tamkang University Taipei, Taiwan, R.O.C.

E-mail: cschang@mail.tku.edu.tw

Abstract

Extensive live observations are needed in the “Classroom Management” course, in order to allow students to understand how teachers in the real scenes make decisions and react to circumstances in the class and to construct their own philosophies and ideas about “Classroom Management” corresponding to the original theories. The Scenario-based online course is designed on the basis of the theories of “Classroom Management”. Combined with the theories of “Classroom Management”, it uses mul-timedia to present the reality, which allows learners to experience how teachers make decisions, and thus it solves the problem that the theory and practice of traditional curriculums does not match each other. This study is to design an online course of “Classroom Management” for the pre-service teachers based on the systematic in-structional design model, which includes analysis, design, development, implemen-tation and evaluation. It helps learners to generate positive transfer between the theory and practice of “Classroom Management” and offers as a resource to Teacher Educa-tion Center while designing their teaching materials.

Keywords: Scenario-based; Classroom management; Online course; Systematic