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「社區學童創客活動333設計方法」研究 = = A Study on “...

邱雍翔

「社區學童創客活動333設計方法」研究 = = A Study on “333 Maker Activities Design Approach for Community Schoolchildren” /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	「社區學童創客活動333設計方法」研究 =/ 邱雍翔.
Reminder of title:	A Study on “333 Maker Activities Design Approach for Community Schoolchildren” /
remainder title:	A Study on “333 Maker Activities Design Approach for Community Schoolchildren”.
Author:	邱雍翔
Published:	雲林縣 :國立虎尾科技大學 , : 民113.02.,
Description:	[8], 116面 :圖, 表 ; : 30公分.;
Notes:	指導教授: 鄭文華.
Subject:	Shigui Community. -
Online resource:	電子資源

「社區學童創客活動333設計方法」研究 = = A Study on “333 Maker Activities Design Approach for Community Schoolchildren” /
邱雍翔

「社區學童創客活動333設計方法」研究 =A Study on “333 Maker Activities Design Approach for Community Schoolchildren” /A Study on “333 Maker Activities Design Approach for Community Schoolchildren”.邱雍翔. - 初版. - 雲林縣 :國立虎尾科技大學 ,民113.02. - [8], 116面 :圖, 表 ;30公分.

指導教授: 鄭文華.

碩士論文--國立虎尾科技大學多媒體設計系數位內容創意產業碩士班.

含參考書目.

近年來教育部極力推廣大學社會責任(University Social Responsibility, 簡稱USR)，鼓勵大學生結合所學專業協助在地解決問題。大學生透過協助解決問題的過程中，將課堂理論轉化為實務實踐，透過實踐的過程可將專業素養化，培養學生知識、能力及態度的內化養成，亦可協助社區注入新動力。本研究目的為探討參與文理學院2020~2022年教育部大學社會責任實踐計畫「深耕虎尾溪流域 - 他里霧平原螢光計畫」中，項目下的指標「學童創客活動」，計畫協助的目標對象以斗南石龜社區為主要核心，再擴及斗南其他社區的在地學童。研究的範圍，從2020年第一個石龜社區的活動「萬聖節快樂學科學」，透過活動前的訪談，瞭解社區需求與在地較欠缺的資源，進行規畫，再透過活動後的簡易問卷，分析可規劃的活動，2020~2022年活動的過程，依問卷、訪談、分析後，以「科技知識+手作 STEAM 教育的科技」做為「學童創客活動」活動設計的定位。2年多的計畫中開發了具代表性的2個教具「凸輪玩具」、「音樂播放盒」，透過教具的改版與活動執行的分析，發展出了「社區學童創客活動333設計方法」，作為活動的設計方法，「社區學童創客活動333設計方法」的3個3的元素為以下：第1個3為核心元素，「社區文化」、「科技創客」、「做中學」；第2個3為執行步驟，「需求訪談」、「教材設計與執行」、「問卷調查與修正」；第3個3為學習目標，「文化傳承與知識學習」、「核心素養」、「問題解決」。本研究探討透過應用於2個教具所執行的4場活動所發展出來的「社區學童創客活動333設計方法」：(1)活動流程規劃設計；(2) 概念元素擷取與視覺語意轉譯問題；(3)未來的修正。給未來「社區學童創客活動設計」規劃者之參考。.

(平裝)Subjects--Topical Terms:

1450019
Shigui Community.

「社區學童創客活動333設計方法」研究 = = A Study on “333 Maker Activities Design Approach for Community Schoolchildren” /
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246 1 1 $a A Study on “333 Maker Activities Design Approach for Community Schoolchildren”.
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504 $a 含參考書目.
520 3 $a 近年來教育部極力推廣大學社會責任(University Social Responsibility, 簡稱USR)，鼓勵大學生結合所學專業協助在地解決問題。大學生透過協助解決問題的過程中，將課堂理論轉化為實務實踐，透過實踐的過程可將專業素養化，培養學生知識、能力及態度的內化養成，亦可協助社區注入新動力。本研究目的為探討參與文理學院2020~2022年教育部大學社會責任實踐計畫「深耕虎尾溪流域 - 他里霧平原螢光計畫」中，項目下的指標「學童創客活動」，計畫協助的目標對象以斗南石龜社區為主要核心，再擴及斗南其他社區的在地學童。研究的範圍，從2020年第一個石龜社區的活動「萬聖節快樂學科學」，透過活動前的訪談，瞭解社區需求與在地較欠缺的資源，進行規畫，再透過活動後的簡易問卷，分析可規劃的活動，2020~2022年活動的過程，依問卷、訪談、分析後，以「科技知識+手作 STEAM 教育的科技」做為「學童創客活動」活動設計的定位。2年多的計畫中開發了具代表性的2個教具「凸輪玩具」、「音樂播放盒」，透過教具的改版與活動執行的分析，發展出了「社區學童創客活動333設計方法」，作為活動的設計方法，「社區學童創客活動333設計方法」的3個3的元素為以下：第1個3為核心元素，「社區文化」、「科技創客」、「做中學」；第2個3為執行步驟，「需求訪談」、「教材設計與執行」、「問卷調查與修正」；第3個3為學習目標，「文化傳承與知識學習」、「核心素養」、「問題解決」。本研究探討透過應用於2個教具所執行的4場活動所發展出來的「社區學童創客活動333設計方法」：(1)活動流程規劃設計；(2) 概念元素擷取與視覺語意轉譯問題；(3)未來的修正。給未來「社區學童創客活動設計」規劃者之參考。.
520 3 $a In recent years, the Ministry of Education has actively promoted University Social Responsibility (USR) and encouraged college students to help solve local problems based on their majors. Through the process of helping to solve problems, college students transform classroom theory into practical practice. Through the process of practice, they can develop professionalism, cultivate the internalization and development of students' knowledge, abilities and attitudes, and also help inject new impetus into the community. The purpose of this study is to explore the indicator “School Children's Maker Activities” under the project of the Ministry of Education's University Social Responsibility Practice Project “Deeply cultivating the Huwei River Basin - Dalivoe Plain Fluorescence Project” in the Faculty of Arts and Sciences in 2020~2022. The target of assistance is Dounan Shigui community as the main core, and then expands to local school children in other communities in Dounan. The scope of the research starts from the first Shigui community event in 2020, “Happy Halloween Science”. Through interviews before the event, we understand the needs of the community and the lack of local resources, plan, and then conduct planning after the event. A simple questionnaire was used to analyze the activities that could be planned. The process of the activities in the year 2020~2022 was based on questionnaires, interviews, and analysis, and “technological knowledge + hand-made STEAM education technology” was used as the positioning of the “School Maker Activities” activity design. In more than 2 years of planning, two representative teaching aids, “Cam Toy” and “Music Player Box”, were developed. Through the revision of teaching aids and analysis of activity execution, “333 Maker Activities Design Approach for Community Schoolchildren” was developed ", as the design method of the activity, the three elements of “333 Maker Activities Design Approach for Community Schoolchildren are as follows: The first three is the core element, “community culture”, “technology maker”, and “learning by doing”; The second 3 is the implementation steps, “demand interviews”, “teaching material design and implementation”, “questionnaire survey and revision” the third 3 is the learning objectives, “cultural inheritance and knowledge learning”, “core competencies” and “problem solving”. This study explores the “333 Maker Activities Design Approach for Community Schoolchildren” developed by applying 2 teaching aids to 4 activities: (1) Activity process planning and design; (2) Concept element extraction and visual semantic translation issues; (3) Further revising. It is a reference for activity designers who are interested in designing Maker Activities for Community Schoolchildren..
563 $a (平裝)
650 # 4 $a Shigui Community. $3 1450019
650 # 4 $a Problem Solving. $3 572383
650 # 4 $a Literacy. $3 556453
650 # 4 $a University Social Responsibility (USR). $3 1450018
650 # 4 $a Maker Activities Design. $3 1450017
650 # 4 $a 石龜社區. $3 1450016
650 # 4 $a 問題解決. $3 1450015
650 # 4 $a 素養. $3 1450014
650 # 4 $a 大學社會責任. $3 1365393
650 # 4 $a 創客活動設計. $3 1450013
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