THU moodle的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列推薦必買和特價產品懶人包

以任務型導向教學法提升國小生英語文化主題閱讀理解能力及文化知識

為了解決THU moodle的問題，作者嚴翊綺 這樣論述：

Chapter One Introduction 11.1 Background and Motivation 11.2 Purpose of the Study 51.3 Research Questions 51.4 Significance of the Study 51.5 Limitations of the Study and Suggestions for Future Research 61.6 Definitions of Terms 71.6.1 Task-based Instruction 71.6.2 Task………

. 81.6.3 Reading comprehension 81.6.4 Cultural knowledge 9Chapter Two Literature Review 102.1 Task-based Instruction 102.1.1 The Definition of Tasks 132.1.2 Task Classification 162.1.3 The Benefits of TBI 232.1.4 Second Language Acquisition and TBI 282.2 Reading Compreh

ension 292.2.1 English Reading Instruction for EFL Readers 312.2.2 TBI in EFL Reading 322.3 Cultural Learning and Teaching 362.3.1 The Definition of Cultural Knowledge 372.3.2 Cultural Teaching and Second Language Acquisition 382.3.3 Cultural Teaching and Task-based Instruction

40Chapter Three Methodology 443.1 Research Design 443.2 Site and Participants 453.3 Teaching Material 463.4 Instruments 483.4.1 Initial Proficiency Test 493.4.2 English Reading Comprehension Tests 513.4.3 Cultural Knowledge Tests 523.4.4 Reliability and Validity of Reading C

omprehension and Cultural Knowledge 533.4.5 The Questionnaires on the Students’ Feedback to TBI 563.4.6 Semi-structured Interviews 563.5 Procedure 573.6 Data Analysis 613.6.1 Quantitative Analysis 613.6.2 Qualitative Analysis 62Chapter Four Results and Discussions 634.1

Effects of TBI on English Reading Comprehension 634.2 Effects of TBI on Cultural Knowledge 654.3 Results of Students’ Feedback to TBI 674.3.1 The Questionnaire on the Participants’ Feedback to TBI 674.3.2 Participants’ Feedback in a Semi-structured Interview 754.4 Students’ Class Per

formance 78Chapter Five Conclusions, Implications and Suggestions 805.1 Conclusions 805.2 Pedagogical Implications 825.3 Suggestions for the Future Research 84References 85Appendices 93Appendix A: The Independent Sample t-Test Results of the Initial Proficiency Test of the sub

jects from Two Classes 93Appendix B: Syllabi of the Task-based Experimental Instruction 94Appendix C: Parents’ Consent Form 103Appendix D: Initial Proficiency Test 104Appendix E: The Pretest on English Reading Comprehension 121Appendix F: The Posttest on English Reading Comprehension

131Appendix G: The Retention Test on English Reading Comprehension 142Appendix H: The Pretest on Cultural Knowledge 153Appendix I: The Posttest on Cultural Knowledge 156Appendix J: The Retention Test on Cultural Knowledge 159Appendix K: Participants’ Feedback Questionnaire on TBI 1

63Appendix L: Semi-structured Interview 167Appendix L-1: Semi-structured Interview Questions 167Appendix L-2: Transcript of Semi-structured Interview 168Appendix M: Contents of Materials 171Appendix M-1: Teaching Material 176Appendix M-2: The Worksheets of Sweet Hometown 179Appendi

x M-2-1 The Form of New Word List 179Appendix M-2-2 Worksheet --- Brainstorming 180Appendix M-2-3 Worksheet --- Discussion 181Appendix Appendix M-3 Worksheets of Coffin Bread 182Appendix M-3-1 Worksheet of Guessing Word Meaning 182Appendix M-3-2 Worksheet--- Unscramble Sentence 183

Appendix M-3-3 Worksheet on Coffin Bread 184Appendix M-3-4 Worksheet--- Create Your Own Coffin Bread 185Appendix M-3-5 Worksheet---Learning & Drawing 186Appendix M-3-6 Worksheet on Coffin Bread 187Appendix M-4: Worksheets of Dan-Zai Noodles 188Appendix M-4-1 Worksheet---Guessing the C

orrect Picture 188Appendix M-4-3 Worksheet---Read and Answer the Questions 190Appendix M-4-4 Worksheet---Reading and Gap-filling 191Appendix M-4-5 Worksheet---Multiple Choice 192Appendix M-5 The Final Presentation 193Appendix N: Students’ Class Performance 194Appendix N-1 My Swee

t Hometown 194Appendix N-2 Coffin Bread 195Appendix N-3 Dan-Zai Noodles 197Appendix N-4 The Final Presentation integrated three topics 198Appendix O: 2000 Words Selected from Nine Years Integrated Curriculum by M.O.E. 199

從社會形塑理論探討Moodle的發展與應用-以暨南及東海大學Moodle系統為例

為了解決THU moodle的問題，作者吳學凱 這樣論述：

近年來，數位學習開始受到我國政府的重視，然而數位學習也必需要有好的數位學習平台來輔助，才能獲得良好的學習成效，由於商業軟體的數位學習平台成本過高，自由軟體的數位學習平台也就逐漸受到重視，目前在台灣規模最大的自由軟體教學平台就是Moodle，因為他支援中文、支援網站多、模組功能也多。 自由軟體中的產品功能及支援能力最主要的來源就是「社群」，然而社會形塑認為決定資訊科技的重要關鍵就是社會群體。 本研究用社會形塑的觀點，來看暨南大學與東海大學Moodle的導入過程，試者去找出Moodle與學校相關的社會群體之間的互相影響關係。 經過訪談和資料的蒐集、分析，本研究發現Moodle與學校相關的社

會群體之間的互相影響關係，學校預算、學校文化、相關群體的問題、需求，這些都會影響到Moodle的設計，而Moodle的設計，也會影響到相關群體的使用方式。