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Bartlett, Gennita B. "Newspaper design curriculum unit". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/MQ54858.pdf.
Pełny tekst źródłaLoomes, Martin James. "Software engineering curriculum design". Thesis, University of Surrey, 1991. http://epubs.surrey.ac.uk/844417/.
Pełny tekst źródłaCacioppo, Christopher M. (Christopher Michael). "Design of an exportable digital design curriculum". Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/38827.
Pełny tekst źródłaIncludes bibliographical references (p. 96).
by Christopher M. Cacioppo.
M.S.
De, Maci Lola De Julio. "Curriculum design in creative writing". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1012.
Pełny tekst źródłaHo, Chi-keung Christopher. "An evaluation of the design and technology curriculum for secondary I-III for curriculum reform". Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B3862610X.
Pełny tekst źródłaLee, Mindy. "A graphic design curriculum development project". Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569031.
Pełny tekst źródłaExamining the design education climate of Los Angeles results in finding a broken art education system and misconceived notions about graphic design. The struggle to implement design education into the lives of high school students leads to some students who have access to art classes with an emphasis on technical digital art and some students who have never taken an art or design class. This project is the work of bringing design education to students in the Los Angeles area. This design curriculum was created to promote creative process, problem solving, play and experimentation, and a deeper understanding of the use of graphic design as a communication tool. This curriculum was implemented at the High School Institutes at Inner-City Arts, a nonprofit that provides free arts education to thousands of youth in Los Angeles.
Hicks, Robert Stewart. "Curriculum for website design in secondary schools". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2124.
Pełny tekst źródłaAlexander, Wallace Martin. "Making the transition to curriculum integration : a curriculum design in middle level schools /". Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/AlexanderWM2001.pdf.
Pełny tekst źródłaChandran, Koduvayur Krishna. "Modelling of the curriculum within engineering design education". Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/1008/.
Pełny tekst źródłaHo, Chi-keung Christopher, i 何自強. "An evaluation of the design and technology curriculum for secondary I-III for curriculum reform". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B3862610X.
Pełny tekst źródłaLaVigne, Bryan. "Evaluation of Northcentral Technical College's drafting and design curriculum". Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004lavigneb.pdf.
Pełny tekst źródłaCouper, Brian J., i n/a. "Residential police education and its implications for curriculum design". University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060629.170144.
Pełny tekst źródłaSmith, Connie. "A Preschool Outdoor Curriculum and Playground Design, Teacher Education". TopSCHOLAR®, 1985. http://digitalcommons.wku.edu/theses/1417.
Pełny tekst źródłaKnowlton, Corey Lamoin. "Web page design class curriculum for the secondary level". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2108.
Pełny tekst źródłaYu, Hsien-Yu. "Computer-assisted English as a foreign language curriculum design". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1311.
Pełny tekst źródłaPerolini, Petra S. "Futuring Design: Transforming Interior Design using Design Futures Theory". Thesis, Griffith University, 2020. http://hdl.handle.net/10072/393969.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Queensland College of Art
Arts, Education and Law
Full Text
Ribeiro, Bruno B. R. "Reshaping Visual Communication Design Curriculum to Support Collaboration with Computer Science and Engineering". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337915762.
Pełny tekst źródłaSwart, Kamilla Rhodes Dent. "A curriculum design for sport tourism studies in South Africa". Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064504.
Pełny tekst źródłaTitle from title page screen, viewed March 14, 2006. Dissertation Committee: Dent M. Rhodes (chair), Adel Al-Bataineh, Ken F.Jerrich, Douglas M. Turco. Includes bibliographical references (leaves 146-154) and abstract. Also available in print.
Teall, Daniel L. "A curriculum design for adults regarding apologetics and contemporary issues". Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
Pełny tekst źródłaJoseph, Sundari Catherine. "Curriculum design for pre-registration nurse education : meeting skill requirements". Thesis, Robert Gordon University, 2008. http://hdl.handle.net/10059/189.
Pełny tekst źródłaYeung, Kai-hing Lionel, i 楊啓興. "The changing curriculum: from manual draftingto computer aided design (CAD)". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960571.
Pełny tekst źródłaKhurana, Karan, i Nikolay Ryabchykov. "Some features of fashion design curriculum in Ukraine and Ethiopia". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/9900.
Pełny tekst źródłaОсновні компетенції щодо формування міжнародного навчального плану були сформульовані на основі аналізу навчальних програм для підготовки дизайнерів одягу в Україні та Ефіопії. Вони включають такі компетенції як загальна соціальна компетенція, типова наукова компетенція, компетенція історичної, культурно-просвітницької, художньої діяльності, технологічну та проектно-технічну компетентність, компетенції матеріалознавства, особливо професійну компетентність, проектувальну компетентність, комп'ютерну, управлінську, творчу, комунікативну, маркетингову.
Fulkerson, Tahita N. (Tahita Niemeyer). "A Faculty Orientation and Design for Writing Across the Curriculum". Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331080/.
Pełny tekst źródłaPICKARD, FRANK. "CURRICULUM DESIGN INFLUENCES ON GENERAL EDUCATION REQUIREMENTS IN FINE ARTS PROFESSIONAL BACCALAUREATE DEGREE PROGRAMS". Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184035.
Pełny tekst źródłaMarulcu, Ismail. "Investigating the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines". Thesis, Boston College, 2010. http://hdl.handle.net/2345/1532.
Pełny tekst źródłaThis mixed method study examined the impact of a LEGOTM-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. This study takes a social constructivist theoretical stance that science learning involves learning scientific concepts and their relations to each other. From this perspective, students are active participants, and they construct their conceptual understanding through the guidance of their teacher. With the goal of better understanding the use of engineering education materials in classrooms the National Academy of Engineering and National Research Council in the book "Engineering in K-12 Education" conducted an in-depth review of the potential benefits of including engineering in K-12 schools as (a) improved learning and achievement in science and mathematics, (b) increased awareness of engineering and the work of engineers, (c) understanding of and the ability to engage in engineering design, (d) interest in pursuing engineering as a career, and (e) increased technological literacy (Katehi, Pearson, & Feder, 2009). However, they also noted a lack of reliable data and rigorous research to support these assertions. Data sources included identical written tests and interviews, classroom observations and videos, teacher interviews, and classroom artifacts. To investigate the impact of the design-based simple machines curriculum compared to the scientific inquiry-based simple machines curriculum on student learning outcomes, I compared the control and the experimental groups' scores on the tests and interviews by using ANCOVA. To analyze and characterize the classroom observation videotapes, I used Jordan and Henderson's (1995) method and divide them into episodes. My analyses revealed that the design-based Design a People Mover: Simple Machines unit was, if not better, as successful as the inquiry-based FOSS Levers and Pulleys unit in terms of students' content learning. I also found that students in the engineering group outperformed students in the control group in regards to their ability to answer open-ended questions when interviewed. Implications for students' science content learning and teachers' professional development are discussed
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Bulone, Philip A. "Reflections on Global Competence by Four Design Educators". Thesis, University of South Florida, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108027.
Pełny tekst źródłaThis inquiry investigated four design educators’ perspectives and beliefs of global competence teaching and learning, and aimed to inform effective global competence curricula planning and instruction across disciplines. The literature uncovered multiple reasons to warrant design educator reflections: (a) similarities among global competence and design thinking characteristics, (b) design education accreditation emphasis on globally oriented standards, and (c) design thinking as a resource to improve practices across disciplines. Accordingly, the inquiry employed a qualitative design and a multiple case-study approach. Data collection methods included: (a) interviews, (b) image artifacts, and (c) researcher reflective memos. A comparative analysis used systematic coding to reveal core theme statements grounded in the data.
The inquiry revealed all four design educators believed: (a) active learning and information gathering activities were effective ways to teach global competence, (b) interaction with others from different backgrounds contributed to global competence development, (c) a formal education experience changed the ways they view the world and empathize with others, (d) the critique was an effective global competence teaching and learning tool, and (e) the role of perception processes fostered ability to recognize qualities of other people and places. All four design educators’ image artifacts represented meanings and interpretations of global competence as human-centered, and expressed physical connection. Ultimately, three overarching discoveries emerged: (a) design educators use mindshifts to develop global competence, (b) design educators are makers of their global competence development, and (c) design educators are mature motivators of global competence development.
The inquiry concluded with a model for design education global competence development grounded in the data and the literature. Implications for action connected to three higher education teaching and learning areas: (a) mindfulness, (b) the maker movement, and (c) mindsets. Overall, the four design educators’ information-rich narratives and practical curricula design applications presented in this inquiry aim to encourage other educators to relate the global dimensions of their own disciplines to current teaching and research practice.
Nobanda, Vusumzi Zwelandile. "Complementary of Curriculum design and development process and Curriculum implementation in the South African education system: Teachers’ experiences in the Libode Education Mega-District". Thesis, Walter Sisulu University, 2016. http://hdl.handle.net/11260/834.
Pełny tekst źródłaCottle, Katherine. "Effective MUGs| A Grammar Curriculum for Basic Writers". Thesis, University of Delaware, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427448.
Pełny tekst źródłaThe purpose of this study was to design a grammar curriculum that could help college age students in basic writing classes to identify and correct grammatical errors in their own writing. After reviewing literature in best practices in grammar instruction as well as other kinds of instructional best practices, the grammar curriculum, Effective MUGs (MUGs stands for mechanics, usage, and grammar), takes advantage of these best practices including sentence combining, sentence revision, sentence creation, grammar in context, strategies instruction, and Bring Your Own Device (BYOD). The study was designed to measure how effective the grammar curriculum was (by examining student writing in essays as well as grammar exercises), how students used tools in the curriculum (by examining results from cognition labs), and how students and instructors perceived the curriculum (through interviews). The data on student grammatical error from this study must be viewed with reservations because of the lack of statistical significance. The most significant findings were qualitative and offered insight into the strengths of the Effective MUGs curriculum as well as which aspects that need revision. Both students and instructors thought that the gradual release of strategies instruction was one of the most effective tools and they both enjoyed using BYOD in conjunction with Google Docs. Students were most challenged by subject-verb identification and feeling confident about use of unfamiliar sentence elements; instructor interviews confirmed these student challenges. The data from the study will prompt revision to the curriculum as well as enhanced professional development.
Buda, Sharon Liddell. "Curriculum design for teaching citizenship through character and diversity education using arts based integrated curriculum for art educators". Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1162921623.
Pełny tekst źródłaBernard, Nicodemus Pitre Britnell Richard E. "Creating a design process and constructivist curriculum for the effective integration of fashion and industrial design". Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Theses/BERNARD_NICODEMUS_56.pdf.
Pełny tekst źródłaBartlett, Gennita. "Newspaper design curriculum unit /". 1999.
Znajdź pełny tekst źródłaGosselin, David Allen. "Graphic user interface design curriculum". 2002. https://scholarworks.umass.edu/dissertations/AAI3068561.
Pełny tekst źródłaHsieh, I.-Ying, i 謝譯瑩. "An Integrated Curriculum Design Study in the school-based Curriculum Development". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/86895350410707787016.
Pełny tekst źródła國立中正大學
教育研究所
93
The main purpose of this study is to investigate the process of the integrated curriculum design in the school-based curriculum development for the implementation of the current nine-year’s curriculum from the primary to the junior high schools. The case-study schools participate in the nine-year’s curriculum and cooperate with the university and primary schools in the in-depth teaching program. The case-study schools adopt different models to procced their school-based curriculum development in the context of “School-based curriculum development”, “curriculum integration” and “educational partnership”. What kind of their planning-design-implementation-evaluation cycle and what kind of their membership and impacts are covered. This study also tried to investigate the model and characteristics of the case-study primary schools in their curriculum design. Whether more delectated curriculum can be turned up is investigated. Finally, through the publication surrey regarding with the educational partnership, the study explored the way that the case study primary schools can interact with the teacher preparation program in their curriculum and institutional cooperation. What difficulties were experienced during the process and what is their responding strategy’ are discussed. By means of this case study, if is hoped that relevant research domains can be enriched and useful reference is provided to educational workers. This study takes a large village type school as the case study object in accordance with a designated sampling process. The data collection method consists of participant as observer and literature survey in order to be thorough in under standing the case school and its development process. Through analysis and discussions, the results concluded from this study are summarized as follows: 1. In school-based curriculum development aspect Cased-study primary school takes Skilbeck’s situational analysis model as the reference frame and further adopts Tsin-Tien Tsai’s model for detailing development strategy and procedure in order to develop the school-based curriculum in conformance with the nine-year’s curriculum. Emphasizing teacher professional development with the teaching system as leading branch and the administration leadership and support as back-up branch. The formation of school curriculum development committee as the curriculum research and development center to promote curriculum innovation inspiring better school organizational culture. 2. In curriculum integration aspect 2.1 The case-study primary school proceeds thematic teaching based on Beane’s curriculum integration model in line with the school development vision. Flexible curriculum and collaboration instruction are used to combine with study spheres and themes to achieve horizontal and vertical integration. Students are immersed in a theme to learn life experiences, knowledge and skills. 2.2 The case-study primary school developed the narrative curriculum based on Drake’s story model as their dominant curriculum, utilizing story to lead students into the situational learning state good for reading comprehension and judgment. Practical teaching activity is used to try hard for searching meaning and actively integrate situations. 3. In participating nine-year’s curriculum and in-depth teaching plan aspect 3.1 Currently, the case-study school and educational partners are on a reciprocal and equal respect relationship. But passing into the plan’s third year and as the curriculum design maturing, there is a trend that the case study school is increasingly playing the leading role. 3.2 The case study school and teacher preparation institution has developed good partnership to promote a feedback loop between curriculum theory and practice and apparently an action research field is formed. In the future, the case-study school may proceed in educational action research and school teachers may under take their curriculum reform. Keyword:School-based Curriculum Development, Curriculum Integration, Educational Partnership.
Guo, Zong-Ru, i 郭宗儒. "Financial Management Curriculum Practical Case Design". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/33845586538000417004.
Pełny tekst źródła靜宜大學
國際企業學系
102
For Business and Management education, the most important direction is in line with practice. Cultivate talents with practical operational capability is an important task of higher education. In this paper tried to propose a scenario of integrated curriculum as a starting point for planning courses taught. And take “cash flow plan for the center of the enterprises operation” as the ultimate goal at the end of the course. In the scenarios of the virtual solving process, enable students to discuss ways through group. Actual operating cash planning process learning financial management, In order to be able to in line with practice. Namely, in this paper proposed design of integrated scenarios problems so as to throughout the curriculum planning for the overall financial management of teaching content. Wish rising the motive and performance of learning, then solving enterprises financial problems through what they have learned. Based on the principle of education, this paper quoted Dewey “learning by doing” and Vygotsky’s argument of construct knowledge. About design scenarios problems refer to situated learning and problem-based learning to emulation the real scenarios. It emphasizes the argument of solving problem. Contribution of this paper is proposes operation of virtual scenarios which complete and throughout entire semester. In order to let students through above to learning practice solutions completely. And the solutions be able to match with course schedule, accomplish the theory is in line with practice.
鄭尊仁. "Curriculum design of Chinese pronunciation course". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/22257405998834156958.
Pełny tekst źródłaChang, Chin-Hung, i 張錦虹. "Curriculum Design for Chinese Immersiom Camps". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/qtsst8.
Pełny tekst źródła國立臺灣師範大學
華語文教學研究所
97
“Developmental research” is applied as the main research methodology in the present study. The theoretical framework was set up based on related studies of the theories and functions of immersion, intensive curriculum, the outcomes of foreign language camps, the characteristics of American learners, and curriculum design. The results of the present study were concluded after the literature review. Demands were analyzed and practical examples were designed. First, within the setting of immersion camps it was found that learners improved in terms of language ability and in their appreciation of the target culture. Second, the curriculum was designed based on themes and experiential teaching. This is considered to be an efficient way to make students practice the target language. The present study utilized the following three themes: “getting used to the environment at camp,” “nature exploring” and “cultural activities”. Future teaching development demands that attention be paid to the implementation of the curriculum designed, designing a curriculum for specifically aged children as well as complete TCSL materials for Chinese immersion camps.
Hsu, Yu-Chi, i 徐渝琪. "Professionals’Prospect of Undergraduate Interior Design Curriculum". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/v8v926.
Pełny tekst źródła國立臺北科技大學
創新設計研究所
96
Since the initiations of the interior design education in domestic universities began in 1985, it has been cultivating a great number of professional talents in interior design in the last 21 years. Has the present planning of interior design curriculum in universities met the expectations of interior design industries? And what is the viewpoint of the industries about the present planning of interior design curriculum in universities? What professional knowledge and skills should also be provided with in undergraduate interior design education to achieve the goal of professional practice? Thus, the purpose of this research is to understand present curriculum planning of interior design education in universities as well as the industries’ viewpoints and suggestions concerning the present curriculum planning in order to present a reference for future curriculum planning. In this research, the author has collected the academic curriculum offered by the 11 domestic universities that have set up interior design relevant departments or divisions. The collected curricula are divided into three categories in knowledge, skill and innovation & design for the enquiry of professional viewpoints and suggestions. It has been discovered in this research that the undergraduate interior design curriculum has put most weighting of ratio in knowledge category; secondly innovative works and design application; and skilful courses the least. The industry suggests that the curriculum including environmental protection and relevant issues, business operation management, etc. should be added or emphasized.
Johns-Boast, Lynette Frances. "Engineering the Curriculum: Towards an adaptive curriculum". Phd thesis, 2016. http://hdl.handle.net/1885/110397.
Pełny tekst źródłaChen, Meei-Fang, i 陳美芳. "Curriculum Design for Basic Design Competence of Vocational High Schools". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/77196967748618573574.
Pełny tekst źródła國立雲林科技大學
工業設計系碩士班
95
As the Global View (2007) reports, there are about 5000 design-major students going to work annually in Taiwan; however, the business companies compliant of only few students well-qualified. It indicates that these design students don’t even meet the requirements of the business companies. Based on the claim that the cultivation of design professionals is rooted from design education, according to the new vocational school curriculum of 95-academic-year, this study is to plan subject group and unified core curriculum, and emphasizes the concept of real group and empty department. In addition, through literature review, the required design abilities are collected and used to conduct interviews with professionals and scholars. According to the interview result, the researcher summarizes the most required basic design ability indexes: knowledge, aesthetic, creativity, expression, technique, and practice. These six ability indexes are suggested and used to develop the common basic ability for vocational school design education. For the cultivation of design ability, students need to be provided with related programs to learn for the purpose of meeting the full requirement of design education. There are ten programs included, such as Introduction to Design, Color Theory, Art Appreciation, Design Basic, Shape Design, Design Drawing, Designing painting, General Design, Computer Drawing, Project Work, etc. Among them, five programs are technique domain, three are knowledge domain , and two are affection domain. They are planned to be the core subjects. At last, according to the suggestions and approval from professionals and scholars in terms of “Design Ability Need”and “Cultivation Curriculum Design”, the result has proven that six ability indexes and ten subjects mentioned in the preset study can be applied to vocational school basic design curriculum.
陳薇先. "The Effect of the Backward Design Curriculum on Pre-Service Teachers’ Assessment Beliefs and Abilities of Curriculum Design". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/92tbw3.
Pełny tekst źródła國立彰化師範大學
科學教育研究所
105
The nature of backward design uses formative assessment to collect learning evidence, design teaching learning activity and examine whether curriculum goals are reached. The purposes of the study were to investigate the impact of “the Curriculum Design and Development” based on backward design on pre-service teachers’ assessment beliefs and abilities of curriculum design. In this study, a case study was conducted to observe a class of 31 preservice teachers who took a course named “curriculum design and development” at an university of central Taiwan. However, valid samples were 26. The aim of the course was to let preservice teachers to acquire the principle and practice of "backward design". The research data mainly collects the beliefs of the students before and after the course, as well as their abilities of curriculum designs. Two instruments were adopted. The first one was the translated questionnaire developed by Brown, Chaudhry & Dhamija (2015) to explore pre-service teachers’ "formative assessment beliefs" and "summative assessment beliefs". The second one was the three-stage curriculum design standard rubric which was developed through referring the rationale of backward design proposed by Wiggins and McTighe (1988) and the content of the teachers’ design profession proposed by Huizinga, Handelzalts, Nieveen & Voogt (2014). In the study, the preservice teachers were excepted to understand the content of formative assessment, especially the purpose of assessment, and to change their belief of assessment in teaching practice. The results indicated that the "backward design" had a deep impact on preservice teacher's "formative assessment beliefs", helped them to explore the differences between "formative assessment" and "summary assessment". In addition, the impact on science teachers’ assessment beliefs was more than on non-science teachers’. Moreover, the "backward design" enhance preservice teacher's curriculum design abilities. The impact on the curriculum design ability of science teachers was more than on that of non-science teachers. In summary, the "backward design" course supported preservice teachers to understand how assessment is integrated into curriculum and provides a way of designing a curriculum. Therefore, the "backward design" course elaborated the concept of assessment and curriculum design. It is worth to recommend teacher educators to use the "backward design" for improvement of curriculum design abilities and extention of understanding of assessment. In the study, the impact of assessment and practical beliefs on the curriculum and the modification of the course was discussed.
I-Hsuan, Lee, i 李逸萱. "The Analysis and Design of Ecotourism Curriculum". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/7qhqyu.
Pełny tekst źródła國立臺灣師範大學
生命科學研究所
97
Ecotourism is the low environmental impact traveling style, encouraged to popularize by many countries and area, and it rapidly grows around the global tourist market. Both theoretical and practical training is necessary to carry out the real concept of ecotourism. In order to raise talented personnel for the society demands, many schools and institutes around the world establish ecotourism-related curricula. The objectives of the study were twofold and the related methods were as follows: first, content analysis was the methodology to make comparisons on the content framework, and objective of the ecotourism curricula between Taiwan and other countries or areas. The framework of ecotourism curricula of Taiwan were related to the type and resources of school and curriculum standard. However, Australia's ecotourism curricula modules were more diversified and more completed than other countries or areas; second, Delphi Technique was another method to investigate expert opinions in the basic principles of ecotourism and related curriculum designs. The experts agreed that the most important basic principles of Taiwan’s ecotourism were “ecotourism should be sustainable development” and “ecotourism should have the meaning of environmental education.” In accordance with the principles, the compulsory courses of ecotourism curriculum in universities were " Ecology ", " Biological Diversity ", " Conservation Biology "," Introduction to Ecotourism " and " Theory and practice in interpretation ". The overall results could provide useful references for the future courses development and further ecotourism curriculum designs.
郭芳君. "Curriculum Design of Short-term Chinese Courses". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/44253117139653153099.
Pełny tekst źródła國立臺灣師範大學
華語文教學研究所
95
This study explores the curriculum design of short-term Chinese courses, feasible models for such curricula, and design theory. Chapter One introduces the rationale for the study. Chapter Two is the literature review. Culture is defined and the theme of culture in pedagogy is discussed. Then, foreign language teaching and curriculum design theory are probed. Last, the two factors of curriculum design, culture and language, are combined for analysis. Chapter Three presents an analysis of three different case study groups. Case studies one and two comprised observations of students, teachers, and administrative staff involved in short-term Chinese courses so that the different factors affecting curricula could be determined. These case studies elucidate how contemporary short-term Chinese courses are held in Taiwan. The third case study involved observations of a short-term German course offered at the Goethe-Institut. From observations of curriculum design and organizational make-up in other countries, much can be learned on how short-term Chinese courses can be further developed and what feasible methods exist. Chapter Four discusses the theory of short-term Chinese cultural studies courses, the main factors of short-term pedagogy, and models of pedagogical design. Chapter Five is the conclusion and reviews all relevant discussion.
Chun, Yeh Mei, i 葉眉君. "A Study of Industrial Design Curriculum Program". Thesis, 2000. http://ndltd.ncl.edu.tw/handle/40719866663912495279.
Pełny tekst źródła國立臺北科技大學
技術及職業教育研究所
88
This research aims to reconstruct the Industrial Design Curriculum to several Industrial Design professional programs in order to promote the practical professional ability for the students in this field. It starts from literature review, specialists and professors discussion, questionnaire, ……etc. This research also studies the educational goals and contents of each professional program, the importance of those goals and contents within “currently” and “five years later” of industrial design education. This research collects all curriculums from 10 Industrial Design Departments of domestic universities and inducts the “ Industrial Design Professional Programs Questionnaire”. It takes a sample of 250 from 919 subjects via the China Industry Design Association and the domestic Industrial Design Departments. This research has been designed a complete Industrial Design Professional Programs including: (1) Design Foundation Curriculum; (2) Design Engineering Curriculum; (3) Design Communication Curriculum; (4) Design Practical Curriculum and (5) Design Management Curriculum. Each one has its own specific educational goals and courses contents. Several recommendations are made for institutions of industrial design education and business fields.
Kleynhans, Andries Mentz. "The design of an undergraduate chiropractic curriculum". Diss., 1998. http://hdl.handle.net/10500/17099.
Pełny tekst źródłaCurriculum and Instructional Studies
M. Ed. (Didactics)
Kuo, Yi-Shan, i 郭伊珊. "Tabletop-Game Design with Homeland Culture Curriculum". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/78839898784021443936.
Pełny tekst źródła國立臺北教育大學
數位科技設計學系(含玩具與遊戲設計碩士班)
104
The objective of this research was to design a tabletop game, which contained local knowledge such as the variety of local fishes and fishing methods. In addition, the research specifically would address the importance of the sustainable fishery concept. This tabletop game could be become a powerful tool for creating the interests in saving the environments. The game was designed for two to four players, s simple rule, safe and durable, which the average play time was approximately 10 to 15 minutes. The researcher used the most common fishes in the northeast tip of Taiwan and the fishing method was the key elements for a board game in the process. Moreover, the game rules could be designed based on the MatthewF’s iterative design process, which integrated instructions from the “Count Your Chickens” and “AB in die Tonne” and came with a new board game. The participants are children, who are three to six years old, from a suburban kindergarten of elementary school in New Taipei City. This study showed that students, who are four to six years old, were able to understand the value of sustainable fishery concept. Thus, the board game had proven to have educational value in sustainable fishing. Finally, the board game could create not only proven to be a play area educational material in kindergarten, but also suited to lower grade students’ or family by the extending rules and accessories.
Mosely, Genevieve Kate Lydia. "Innovative futures: design in the Australian Curriculum". Thesis, 2019. http://hdl.handle.net/1959.13/1400456.
Pełny tekst źródłaBuilding the innovative capabilities of students is recognised as a national priority for economic growth and productivity, particularly in the context of rapidly developing technologies that are radically changing traditional ways of living and working. Current education policy rhetoric in Australia emphasises Science, Technology, Engineering and Mathematics (STEM) as the key avenue for developing innovative capabilities and skills that are critical for an unpredictable future workforce. This policy rhetoric, however, overlooks the potential for innovative capabilities, including creativity, critical thinking, and problem-solving skills to be developed through curriculum areas beyond STEM. Despite being overlooked in the policy space, design is increasingly recognised in the research literature as providing students with opportunities to develop creativity and imagination, and prepare them with the skills needed to face the challenges of a globalised future. However, there are stark limitations in the understanding of how design is represented in the Australian Curriculum, which provides key information for teachers about how to teach design in Australian classrooms. Using qualitative approaches, including content analysis and tools from Membership Categorisation Analysis, this study examines representations of design, including concepts associated with design, across the curriculum. The results illustrate that design and design thinking is represented in multiple ways across the Australian Curriculum and that curriculum documents in key learning areas present teachers with limited and potentially confusing representations of design. In exploring the complex incorporation of design in the Australian Curriculum and specifically within the Technologies curriculum the study examines the implications of these representations including for teachers’ pedagogies and students’ future aspirations.
Rosales, Lassús José Luis. Pontificia Universidad Católica del Perú, 2010. http://repositorio.pucp.edu.pe/index/handle/123456789/117090.
Pełny tekst źródłaEl presente estudio analiza los discursos sobre el cuerpo en el currículo oficial (Diseño Curricular Nacional) a lo largo de los tres niveles de la Educación Básica Regular (inicial, primaria y secundaria). El análisis evidencia cinco tipos de cuerpo en este documento: (i) el cuerpo que conoce; (ii) el cuerpo expresivo; (iii) el cuerpo como marca de la personalidad; (iv) el cuerpo universal (objetivo), y (v) el cuerpo móvil. El estudio explicita los cambios que ocurren en estos discursos a lo largo de los tres niveles de la educación básica.
Hsieh, Ming-fong, i 謝明峰. "Analysis of Website Design Curriculum Teaching Mode and Case Study Curriculum Efficacy: An Example of Practical-experience-oriented Curriculum". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/54358532199653006426.
Pełny tekst źródła國立雲林科技大學
設計運算研究所碩士班
99
With the fast-changing pace of technological environment, website design approach consists in many aspects including education, industry and policy, combining new concept and industry trend to instill in pupils’ thoughts. The main purpose of this research is to discuss the teaching mode of website design curriculum instructors oriented by instructor’s practical industry experience, to identify the impact on pupils’ cognitive attitude and to survey comments on the curriculum. In-depth interviews were conducted on five website design instructors with practical industry experience to understand every instructor’s background, teaching mode, current status in teaching and other relevant information. Also we surveyed the pupils of practical-experience-oriented case study curriculum with pretest and posttest questionnaires to realize the impact of teaching mode on pupils. The results indicated the instructors’ unanimous goal of developing talents meeting industry demand, yet with vast difference in the mode of execution. The case study of this research was “project-oriented”, with pupils’ core ability complying with industry demand. During the process, pupils encountered many difficulties in learning with regard to “basic software tool”, “program and data base”, “grouping”, etc. It is thus suggested that instructors incorporate practical experience into website design curriculum with a progressive approach. Pupils’ difference in background and ability should be considered. Diversity of current websites should be combined in curriculum structure design to create a series of integrated curriculum. Instructors are advised to not only comprehensively instruct basic concept of website design and software operation, but also integrate applications such as language programming, database, electronic commerce, etc, so as to develop website design talents tailored for industry demand.
Huang, Li-ting, i 黃莉婷. "Fogarty’s Webbed Curriculum Integration Model Curriculum Design and Implementation : The stories of Tainan City". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/30397403787939456851.
Pełny tekst źródła國立中山大學
教育研究所
99
This study has taken the historical development, characteristics and students’ backgrounds and life experiences of Tainan City into consideration. The researcher has chosen the Fogarty’s webbed curriculum integration model to blend in “glocolization” theme into the teaching curriculum. A “glocolization” curriculum (consisting of a total of six units) suitable for the fourth grade students was constructed with the hope to help the students to walk out from their own life experiences to re-experience the relationship between global and local living space. A qualitative research was adopted by this study, and the fourth grade students from a class in a certain school that the researcher teaches was taken as the research subjects to implement a year of curriculum teaching. Relevant data were collected through observation, content analysis, interview, documentation, reflective notes, etc., and the data were then sorted, analyzed and cross-examined. After summarizing the research results, the paper has obtained the following conclusions and suggestions: 1. From time-space perspective, the curriculum integration design and implementation outcomes of “The stories of Tainan City” are: (1) To understand the correlation between the local historical and global events; (2) the teachers must possess the abilities to self-compile and support the historical teaching materials; (3) the effectiveness and limitations on the application of Google Earth software and electronic whiteboard; (4) the use of old photographs, old maps and animation is beneficial to historical teaching; and (5) to adopt multiple assessment method to evaluate the students’ awareness on historical aspect. 2. From environmental perspective, the curriculum integration design and implementation outcomes of “The stories of Tainan City” are: (1) To combine the environmental issues of “local” characteristics and “globalization”; (2) as affective are hard to evaluate, they need long-term follow-up observations; (3) field investigation is able to simulate students to care about the environment, strengthen the research depth and further enhance the students’ motivation in learning; (4) to combine the community resources by inviting relevant people to perform cooperative teaching; (5) to blend in the school’s major activities into the curriculum; and (6) the scaffolding learning sheet is beneficial to learners to comprehend, apply and stay focus in thinking. 3. From living perspective, the curriculum integration design and implementation outcomes of “The stories of Tainan City” are: (1) Tainan’s snacks have its ingenuity and cultural diversity; (2) to introduce a model of transitional Taiwan snack – Zhou’s Shrimp Rolls; and (3) to broadcast and review the advertising images are beneficial to help students to analyze the transformation of “globalization” to “glocolization”. 4. From cultural perspective, the curriculum integration design and implementation outcomes of “The stories of Tainan City” are: (1) The students are able to deepen their impressions on local cultural customs through physical exhibitions and sharing of personal experiences; (2) learn to respect the cultural diversity; (3) YouTube, Digital Archives, Council for Cultural Affairs and other Internet resources are beneficial to carry out teaching activities; (4) the local cultures have encountered two major crises; and (5) in response to globalization, we must begin to promote local identity first. Finally, based on the aforesaid research findings, the study has proposed relevant suggestions to educational administrative organizations, teacher training institutes, schools and future follow-up studies on curriculum design and implementation of “glocolization” theme perspective. This aims to serve as a reference for educators and curriculum researchers to use in developing and integrating the “glocolization” curriculum.
CHEN, YU-WEI, i 陳諭韋. "Games and Activities Curriculum Design of Explore Education". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4h4922.
Pełny tekst źródła亞洲大學
休閒與遊憩管理學系碩士在職專班
105
The research aims to find out how a series of games and activities of explore education assist young children overcome self-handicapping and develop motivation and abilities. It also serves to help develop game curriculum that combines activities and guidance to nurture a healthy and happy child. The key findings of the research are as follows. 1.Games and activities in explore education emphasize the importance of actual experience and sharing. They guide the child to share his feelings and opinions while searching for truth. Then the child can understand the concept by using imagination. Finally, the child is capable of solving problems. 2.Ample inspiration and exploration is the key factor of success. Games in explore education is a easy and convenient way of teaching. They help the child search for and share techniques in a secure and safe environment. Hence, the child is able to handle pressure and develop communication skills. Eventually, the child develops vision, motivation, ambition, and teamwork skills. The curriculum and teacher play an important role in the process to inspire each member in the group the work together to reach the goals. Therefore, innovative ideas when designing and planning the curriculum are critical.