ICT-based health information services for elderly people: Past experiences, current trends, and future strategies

Author(s): Marschollek M (Marschollek, Michael)1, Mix S (Mix, Stefan)2, Wolf KH (Wolf, Klaus-H.)1, Effertz B (Effertz, Beate)2, Haux R (Haux, Reinhold)1, Steinhagen-Thiessen E (Steinhagen-Thiessen, Elisabeth)2
Source: MEDICAL INFORMATICS AND THE INTERNET IN MEDICINE Volume: 32 Issue: 4 Pages: 251-261 Published: DEC 2007
Times Cited: 4 References: 60 Citation Map
Abstract: Although health information is readily available on the Internet and has changed the way people deal with their health in many ways, the retrieval of relevant information remains problematic, especially for elderly people. With a focus on elderly people, this paper summarizes current trends in consumer health informatics, discusses past and present intiatives providing health-information services, and proposes a future strategy for the design of sustainable services. A systematic literature review and a review of past German and EU projects concerned with health information services for elderly people are given. Many publications focus on health information services for specific diseases and on their quality and semantic accessibility, yet few deal with presenting and customizing health information for elderly and disabled people. Past experiences from Germany suggest that very often the specific needs of this target group are not met, and therefore accessibility remains largely hypothetical. We propose a strategy with five key points for the design of sustainable health-information services for elderly people. More research is needed to customize web-based health information services to the needs of the user group that needs them most urgently-elderly and disabled people.
儘管衛生信息，隨時可在因特網上，並改變了人們處理他們的健康在許多方面，檢索相關信息仍然是個問題，尤其適用於老年人。重點在老人，本文總結了當前的趨勢，消費者的健康信息，探討過去和現在 intiatives提供衛生信息服務，並提出了未來戰略的設計可持續的服務。有系統的文獻回顧和檢討過去的德國和歐盟的項目涉及衛生信息服務的老人給予。許多出版物集中在衛生信息服務的特定疾病，其質量和語義可及性，但很少提出處理信息和定制健康老人和殘疾人。從以往的經驗表明，很多時候德國的具體需要這一目標的群體是沒有達到，因此在很大程度上無障礙假設。我們提出了一個戰略，5個關鍵點的設計可持續的健康信息服務的老人。需要更多的研究來定制網絡為基礎的衛生信息服務的需求的用戶組，他們最迫切需要的長者及殘疾人士。
Document Type: Article
Language: English
Author Keywords: elderly people; health information services; consumer health informatics; telematics; telemedicine
KeyWords Plus: WORLD-WIDE-WEB; MEDICO-LEGAL MODEL; BIOMEDICAL INFORMATICS; OLDER-ADULTS; EDUCATION SYSTEM; BREAST-CANCER; INTERNET; QUALITY; SUSTAINABILITY; INSTRUMENTS
Reprint Address: Marschollek, M (reprint author), Tech Univ Carolo Wilhelmina Braunschweig, Inst Med Informat, Muehlenpfordstr 23, D-38106 Braunschweig, Germany
Addresses:
1. Tech Univ Carolo Wilhelmina Braunschweig, Inst Med Informat, D-38106 Braunschweig, Germany
2. Charite Univ Med Berlin, Res Grp Geriatr, Evangel Geriatriezentrum, Berlin, Germany
E-mail Addresses: m.marschollek@mi.tu-bs.de
Publisher: TAYLOR & FRANCIS LTD, 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
Subject Category: Computer Science, Information Systems; Health Care Sciences & Services; Medical Informatics
IDS Number: 256QD
ISSN: 1463-9238
DOI: 10.1080/14639230701692736

1. Introduction
The availability of information and communication technologies and information services has revolutionized our lives in many aspects and has affected many different areas of life.
Health as one fundamental topic of universal interest is no exception.
Health-information websites on the Internet such as MedlinePlus are accessed by millions of people: MedlinePlus reported 215 million page views and 24.2 million unique visitors just in the second quarter of the year 2006 [1].
Many persons gather extensive information about diseases as well as diagnostic and
therapeutic procedures and alternatives before or in addition to consulting a physician [2].
In 2004, the SeniorNet organization conducted a survey on its members’ interests when using the Internet and reported that ‘searching for health information’ (37%) is only seconded by ‘sending emails or photos’ [3].
該供應信息和通信技術和信息服務在我們的生活發生了革命性的許多方面，並已影響到許多不同領域的生活。
健康作為一項基本議題的普遍興趣也不例外。
衛生信息網站在互聯網上，如一個存放被訪問數以百萬計的人：一個存放報導頁面瀏覽量 2.15億和24.2萬獨立訪客只是在第二季度的2006年[1]。
許多人收集的大量信息，以及對疾病的診斷和
治療前的程序和辦法或除了諮詢醫師 [2]。
2004年，SeniorNet組織進行的一項調查其成員的利益時，使用互聯網，並報告說'尋找健康信息'（37％）是唯一由借調'發送電子郵件或照片'[3]。
Along with the obvious advantages of the availability of extensive health information on the Internet come the inherent drawbacks and problems:
1.Quality of information: The majority of health information resources on the Internet are not run professionally and do not contain materials peer-reviewed by independent health professionals.
Though most offers are certainly well meant and informative, several cases of misleading or severely biased information have been reported [4 – 6].
Different initiatives have been started to ensure the quality of health-related electronic sources [7].
One prominent example is the Health On the Net (HON) foundation (http://www.hon.ch)
which introduced the HONcode, a code of conduct that defines a set of rules to be abided by developers of websites with health-related content.
The code has been followed for more than 120,000 websites (as of April 2006 [8]).
In Germany, many health websites are Afgis-certified (aktionsforum gesundheitsinformationssystem e.V., http://www.logo.afgis.de), providing additional data about the source of information, aims, authors, etc.
2. Information overload and retrieval problems: As there is an abundance as well as a rapid change in health information on the Internet [9], it becomes difficult first to find the
relevant information and second to interpret and understand it.
This holds true especially for people who are not familiar with different search strategies.
3. Unconsidered consumer needs: Health information services are accessed by groups of different characteristics as far as age, education, and informational needs are concerned.
Many services do not consider these differences and lack psychologically elaborated and target-group-oriented offers of information [10].
4. The access problem: There are still people who either do not have access to IT-based healthinformation resources or do not know how to use them.
Although, for example, in Germany 68.6% of the households own a PC and 54.6% of all households have access to the Internet, despite numerous efforts for many elderly people, the ‘digital barrier’ remains [11].
In the first quarter of 2005, 27% of people aged 55 or older have accessed the
Internet [12].
The older people are, the less likely they are to use the Internet [13,14], despite the growing demand for health-information services.
伴隨著明顯的優勢，提供廣泛的健康信息在互聯網上出現固有的缺點和問題：
一，質量信息：大部分衛生信息資源在互聯網上是無法運行的專業，不包含材料同行審查由獨立的衛生專業人員。
雖然大多數優惠肯定善意和知識性，幾起案件或嚴重偏見的誤導信息的報導 [4 - 6]。
不同的舉措已經開始，以確保質量與健康有關的電子來源 [7]。
一個突出的例子是在網絡上的健康（漢）基礎（http://www.hon.ch）
其中介紹了HONcode認證，一個行為準則，它定義一組規則得到遵守發展商的網站與健康相關的內容。
該代碼一直沿用超過 12萬網站（截至2006年4月[8]）。
在德國，許多健康網站 Afgis認證（aktionsforum gesundheitsinformationssystem電子伏特，http://www.logo.afgis.de），提供額外的數據信息的來源，目的，作者等
2。信息超載和檢索問題：由於是豐富以及快速變化的健康信息在互聯網上[9]，它變得困難首先找到
有關資料，二來解釋和理解。
這也是如此，尤其是人誰不熟悉的不同的搜索策略。
3。未被考慮消費者的需求：衛生信息服務進行訪問的群體不同特點，在年齡，教育和信息需求的關注。
許多服務不認為這些分歧和缺乏心理上的闡述和目標群為導向提供信息[10]。
4。訪問問題：誰還有人既沒有機會接觸資訊科技為基礎的healthinformation資源或不知道如何使用它們。
雖然，例如，在德國 68.6％的家庭擁有個人電腦和54.6％的家庭已經上網，儘管多次努力，對許多老人，'數字障礙的遺體 [11]。
在2005年第一季度，27％的人已年滿 55歲或以上的訪問
互聯網 [12]。
年長的人，越有可能是他們使用互聯網 [13,14]，儘管不斷增長的需求對衛生信息服務。

The aims of the research presented in this paper—with a focus on elderly people—are:
1. to summarize current trends in consumer health informatics (section 3.1);
2. to show—by means of presenting exemplary initiatives and projects from Germany—a
critical survey of past activities in using ICT for health-information services (section 3.2);
3. to present an example of a German health-information portal (section 3.3); and
4. to discuss the results and give a prospect of and propose a strategy for future developments in geriatric health-information services (section 4).
該研究的目標，本文提出，重點在長者人是：
1。總結目前的趨勢，消費者的健康信息學（第3.1）;
2。顯示由手段提出的倡議和示範項目，從德國 1
關鍵的調查活動中利用信息通信技術來為衛生信息服務（第3.2）;
3。提出一個例子，一個德國醫療信息門戶（第3.3）;及
4。討論的結果，並給予展望，並提出今後發展的戰略中老年保健信息服務（第4條）。

2. Methods
In section 3.1, a systematic literature review of articles related to consumer health informatics for elderly people is conducted.
The basis of this review is, first, a literature review of peerreviewed and PubMed-listed medical informatics and medical journals conducted in the context of the investigations for the section ‘education and consumer health informatics’ of the International Medical Informatics Association’s (IMIA) Yearbook of Medical Informatics for the years 2005 – 2007 [15 – 17], thus including papers published between 1 April 2003 and 31July 2006.
The papers found in the search were reviewed for their significance for healthinformation
services for elderly people.
The review process for the IMIA Yearbook of Medical Informatics and the evaluation criteria used are described in detail elsewhere [18,19].
Second, an additional systematic literature search was done in PubMed/Medline on 14 September 2006 for the period from 1 January 2000 to 31 July 2006 using the search term ((‘consumer’ OR ‘health’) AND ‘informatics’) OR ‘Internet’ OR ‘website’ OR ‘portal’ OR ‘web’) AND ((‘health’ OR ‘medical’) AND (‘information’ OR ‘resource’)) AND (‘elderly’ OR ‘senior’ OR ‘age’ OR ‘older’).
Thus, altogether, 706 papers were found and their abstracts subsequently reviewed and summarized.
Complying with rules for good scientific practice (e.g. [20]), all literature review data recorded by the authors as the basis for this publication have been stored.
Copies of the files can be requested from the authors.
In section 3.2, we provide examples from our own experiences with IT-based halthinformation services and telemedicine projects in Germany, and in section 3.3, we present an example of a German health-information portal for elderly people.
2。方法
在第3.1節，有系統的文獻回顧的文章涉及消費者健康信息為老人進行。
依據這項檢討是，第一，文學審查 peerreviewed和PubMed上市的醫療信息和醫學期刊進行上下文的調查為部分教育和消費者的健康信息'國際醫學信息協會（伊米亞）年鑑醫學信息學 252米Marschollek等。年2005 - 2007 [15 - 17]，從而包括論文發表的2003年四月一日至31July 2006。
這些論文，發現在搜索進行了審查其意義 healthinformation
為老人服務。
審查進程的伊米亞醫學年鑑
信息學和所用的評價標準中作了詳細介紹 [18,19]。二，
另外系統的文獻檢索做醫學 / Medline 9月14日
2006年期間從 2000年1月至2006年7月31日使用搜索詞（（'消費者'
或'健康'）和'信息'）或'互聯網'或'網站'或'門戶'或'網'）和
（（'健康'或'醫生'）和（'信息'或'資源'））和（'老人'或'高級'或
'時代'或'老'）。因此，總共有706份文件後發現及其摘要
回顧和總結。遵守規則，好的科學的做法（如[20]），所有
文獻資料記錄了作者作為依據本刊物已
儲存。這些文件的副本可從作者的要求。
在3.2節中，我們提供的例子從我們自己的經驗與資訊科技為基礎的healthinformation
服務和遠程醫療項目在德國，在第3.3節，我們提出了一個
例如一個德國醫療信息門戶的老人。


3. Health-information services for elderly people
3.1. Current trends in consumer health informatics for elderly people
In the 1990s, a trend towards research in education and information systems for health
professionals could be observed.
The focus now seems to have shifted towards work that aims to provide systems for conveying high-quality health-information and educative materials to consumers or patients, respectively, in order to empower them to make informed decisions and to deal more actively with their health, e.g. by taking preventive measures and changing their lifestyle.
Very often, specific health conditions or diseases are addressed, e.g. genetic diseases [21,22], prostate cancer [23], asthma [24], or diabetes [25], some of which have a high prevalence in—though are not exclusive to—elderly people.
Liu et al. present a pharmaceutical education system for patients that accounts for the patient’s individual informational needs by making use of personal information taken from a hospital information system and by tailoring the information given to the patient accordingly [26].
3。衛生信息服務的老人
3.1。目前的趨勢，消費者的健康信息學的老人
在20世紀 90年代，這一趨勢對教育研究和信息系統的健康
專業人士可以觀察到。
現在的重點似乎已經轉向工作，其目的是提供系統輸送高質量的衛生信息和教育材料，以消費者或患者，分別以使他們能夠作出明智的決定，並更積極地處理與他們的健康，例如：通過採取預防措施，改變他們的生活方式。
很多時候，具體的健康狀況或疾病得到解決，例如：遺傳性疾病[21,22]，前列腺癌[23]，哮喘[24]，或糖尿病[25]，其中一些具有較高的患病率，但並不排斥到老人。
劉等人。目前的教育體系製藥病人佔病人的個人信息需要通過利用個人信息取自醫院信息系統和信息剪裁的病人給予相應 [26]。

A considerable amount of research work has recently been done on criteria and methods to assess the quality and usability of health-related websites—e.g. [27 – 29]—and in a large number of articles, the results, when searching for specific diseases or conditions, are presented and evaluated [30 – 33].
The problem of how relevant health information can be found by laypersons—e.g. by matching consumer queries with controlled vocabularies [34 –36] or by providing assistance in query formulation [37]—is also the focus of some research
groups.
Proactive services are emerging, e.g. in the shape of automated email or phone
messages [38,39].
有相當數量的研究工作最近已完成的標準和方法，評估的質量和可用性與健康有關的網站，例如： [27 - 29]，並在大量的文章，結果，在尋找特定疾病或情況，是介紹和評價 [30 - 33]。
問題是如何相關的健康信息可以找到居士，如：消費者的查詢相匹配的受控詞表[34 -36]或在查詢的制定提供援助[37]，也是一些研究重點
組。
主動服務不斷湧現，例如在形狀自動發送的電子郵件或電話

Another major trend is the emergence of specialized [21] or general health-information
portals.
The most prominent example certainly is the MedlinePlus website by the National
Library of Medicine [40].
It also features a portal especially designed for elderly people, NIHSeniorHealth (http://www.nihseniorhealth.org) which had 1.8 million page-views from 125,000 unique visitors in August 2006 (personal contact: R. Tyler, US National Library of
Medicine).
另一個主要趨勢是出現了專門的[21]或一般健康信息
門戶網站。
最突出的例子當然是一個存放網站由全國
醫學圖書館 [40]。
它還具有一個門戶網站是專為老年人，NIHSeniorHealth（http://www.nihseniorhealth.org），其中有180萬頁的意見，從 125,000獨立訪客 2006年8月（個人聯繫方式：河泰勒，美國國家圖書館
醫學）。

Pervasive and ubiquitous health services is another field of intensive research activity [41],
though the current developments are aimed mainly at gathering information about an
individual (monitoring) and subsequently transferring the original or processed information
to health professionals.
Little research work is being done on interactive user interfaces for the persons concerned—e.g. [42,43]—much less on specific pervasive interfaces for elderly
people.
無孔不入，無處不在的衛生服務是另一個領域的深入研究活動 [41]
雖然目前的事態發展的目的主要是收集信息1
個人（監察），隨後轉移的原件或處理的信息
衛生專業人員。
小的研究工作正在開展交互式用戶界面的有關人士，例如[42,43]，更具體的普遍接口的老人。

The following conclusions can be drawn from the referenced work:
. A considerable amount of research work is done on health-information services for specific diseases, though few original papers deal with health-information services for elderly people.
. The quality and semantic accessibility of website content is a major issue and is addressed by several prominent research groups.
Little work is being done on interface design for elderly people or those with functional impairments.
. There is little research on the implications of ICT-based health-information services and communication on the relationship between patients and health professionals, e.g. [44], where the authors report positive attitudes towards Web-based communication but also technological limitations in practice.
. Proactive systems aiming to motivate healthy behaviour are emerging, though primary
prevention does not seem to be a major issue yet.
At present, pervasive and ubiquitous systems are mainly used in health care for monitoring purposes, not as informationbrokerage tools.
下面可以得出結論從被引用的工作：
。有相當數量的研究工作已經完成對衛生信息服務的特定疾病，雖然一些原始文件處理與衛生信息服務的老人。
。無障礙的質量和語義內容的網站是一個主要問題，是解決一些突出的研究小組。
小的工作正在做的界面設計為老年人或那些與功能障礙。
。很少有研究的影響的信息和通信技術為基礎的衛生信息服務和溝通之間的關係，患者和衛生專業人員，如： [44]，其中提交報告的積極態度對基於網絡通訊技術的限制，而且在實踐中。
。積極主動的系統，以推動健康行為正在出現，雖然主要
預防似乎沒有成為一個大問題呢。
目前，普遍的，無所不在的系統，主要用於衛生保健監測目的，而不是信息經紀工具。

3.2. Past initiatives in Germany
Following the fast-paced progress of ICT for home consumers in the 1990s, there were
intensive endeavours to allow elderly people to participate in this development.
Three motives for this can be identified: first, industry was interested in opening up new markets; second, new ICT was to be used to convey knowledge and information and to empower elderly people to enhance their communication; and third, there was the political intention not to ignore but to include older persons in the technological development in order to prevent social isolation and the consolidation of a ‘digital divide’.
In Germany, associations were set up—e.g. ‘Seniors in the knowledge society e.V.’ (1998 – 2001)—with the aims of promoting media competence, minimizing barriers for seniors to access products and services of the ICT economy, and developing strategies that allow them to inform themselves about and selectively use new technologies.
This resulted in quite a few national initiatives and associations which trained elderly people in the use of computers and provided a forum for those interested in new
technologies [45,46].
While the German initiatives were directed primarily to reduce the barriers for seniors to use ICT, European support programmes within the Fourth Research and Technological Development (RTD) Framework Programme (FP4) aimed to facilitate the access for disabled and chronically ill elderly people [47,48].
Most of these projects, however, failed to demonstrate a lasting telematics-based integration of the target group.
Among the 224 projects within the Fifth Framework Programme (FP5) with the support agenda ‘The Ageing Population and disabilities’ (1998 – 2002), no project attended intensively to this topic.
FP6 at first did not have a support focus on the use of telematics for the elderly, though
at the end of 2005 the strategic objective ‘Ambient Assisted Living (AAL) for the Ageing
Society’ was issued ‘to extend the time during which elderly people can live independently in their preferred environment with the support of ICTs’ [49].
3.2。過去在德國的倡議
隨著快節奏的信息和通信技術的進步為家庭消費者在20世紀 90年代，有
密集的努力，讓老人參與這方面的發展。
這三種動機可以查明：第一，行業有興趣開拓新市場;第二，新的信息和通信技術是用來傳遞知識和信息，並授權老人加強溝通;第三，有政治意圖不要忽視，而是包括老年人在科技發展，以防止社會隔離和鞏固一個'數字鴻溝'。
在德國，協會分別成立，無。 '老人在知識社會伏特'（1998 - 2001），旨在促進與媒體的能力，最大限度地減少障礙老年人獲得的產品和服務的信息和通信技術的經濟和發展戰略，讓他們了解並使用新的選擇性技術。
這導致不少國家倡議和協會培訓老人在使用電腦，並提供一個論壇，為有志於新
技術 [45,46]。
儘管德國的倡議主要是針對老年人的障礙減少使用信息和通信技術，歐洲的支持方案，在第四次的研究和技術發展（RTD）的框架計劃（FP4）旨在促進殘疾人獲得老人和慢性病患者[47， 48]。
大部分這些項目，但是，未能表現出持久的遠程信息處理為基礎的一體化的目標群體。
其中224第五框架內的項目方案（FP5）與支持議程'的人口老齡化和殘疾人'（1998 - 2002），沒有項目參加了深入討論這一議題。
第六框架起初沒有一個支持重點放在利用遠程信息處理老人，雖然
在2005年年底的戰略目標'環境輔助生活（AAL的）的老齡化
社會'發出'，延長期間，老人可獨立生活在他們喜歡的環境信息和通信技術的支持'[49]。

Whereas the majority of German projects were aimed at promoting general knowledge
transfer—partly for health related topics—in some projects video phones were installed in elderly peoples’ homes with the intention of improving communication facilities with service centres.
The first of these projects was the ‘Home Tele-Service Frankfurt’ in which a conventional TV set was used [50].
The ‘TeleReha’ project of the Geriatrics Research Group in Berlin expanded this approach by installing specialized ICT equipment at home with a touch-screen user interface that provided a connection to a professional gerontological service centre as well as a health-information service customized to elderly peoples’ needs [51,52].
In addition to this, the patients’ relatives were also included in the communication network (Figure 1).
The evaluation of the TeleReha study clearly proved the need for such a communication network but also revealed that customized interfaces for disabled people, individual support, and reasonable costs are vital factors for its usage and acceptance.
鑑於大多數德國項目旨在促進一般知識
轉移部分健康相關議題，在一些項目視頻電話安裝在老人的家中，意圖改善通訊設施與服務中心。
這些項目的第一個是'家庭遠程服務法蘭克福中一名普通的電視機是使用[50]。
在'TeleReha'項目的老年醫學研究小組在柏林擴大這種方法通過安裝專門的信息通信技術設備在國內具有觸摸屏用戶界面，提供一個連接到服務中心，老年醫學的專業以及衛生信息服務定制老人人民的需要[51,52]。
除了這個，病人的親屬，還包括在通信網絡（圖 1）。
該評價 TeleReha研究清楚證明了這樣一個需要溝通網絡，而且還透露，為殘疾人定制接口，個人支持和合理的成本是至關重要的因素，其使用和接受。


Attempts to establish ICT-based rehabilitation programmes for seniors with motor disabilities (e.g. following an apoplectic stroke) and their relatives on the basis of these experiences have so far been unsuccessful in Germany.
The reasons for this are manifold.
First of all, there is the German health-care system, with its lasting separation between ambulatory and stationary care.
Besides, economic reasons have to be mentioned, as the costly provision of service concept failed to be funded by individual licence fees yet, and funding by the social insurance system has not been an option because the preventive efficiency of these services so far remains to be proven.
Finally, the lack of adjustment of technology to the needs of the extremely heterogenous group of elderly people was—and
remains to this day—a major reason for the failures.
嘗試建立信息和通信技術為基礎的康復方案，老年人肢體殘疾（如中風中風後 1）和他們的親屬對這些經驗的基礎上迄今已成功在德國。
這個的原因是多方面的。
首先，有德國的醫療保健制度，其持久的分離與動態和固定的照顧。
另外，由於經濟原因，不可不提的，因為昂貴的提供服務的概念沒有得到應有的資助個別牌照費未定，資金由社會保險制度不是一項選擇，因為這些服務的效率，預防迄今仍是證明。
最後，缺乏技術調整的需要極異質組的老人是和
仍然是這一天，一個重要原因失敗。

While there are still no sustainable concepts to integrate seniors into individual care networks, the number of health-related Internet portals is rising.
The impact of these portals is substantial because of their dissemination, but their accessibility for the target group of elderly or disabled people often remains hypothetical.
User statistics of health-related websites neither necessarily reflect their use by the elderly nor allow conclusions on the users’ health status or social situation.
From the experience with outreach clinics’ utilization and own statistics data (cf. chapter 3.3) it can be assumed that a significant proportion of younger relatives look for specific health information in these portals, and not the elderly persons themselves.
On the basis of the experiences resulting from the ‘TeleReha’ project, in particular with the knowledge that the information service component was perceived to be very useful, a new German information service portal—‘Vitanet’—was set up [53].
雖然目前還沒有可持續的概念融入到個人的老人照顧網絡，這個數字與健康有關的互聯網門戶網站正在上升。
這些門戶網站的衝擊是巨大的，因為他們的傳播，但它們的可利用為目標的長者或殘疾人士往往是假設的。
用戶統計與健康有關的網站，他們也不一定能反映老年人使用的結論，也不讓使用者的健康狀況或社會狀況。
從經驗推廣衛生所的利用率和自己的統計數據（參見第3.3章）我們可以假設，一個顯著比例的年輕親人尋找具體的健康信息，這些門戶網站，而不是自己的長者。
在此基礎上產生的經驗，從'TeleReha'項目，特別是與知識，信息服務組件被認為是非常有益的，一個新的德國信息服務門戶 'Vitanet'，成立[53]。

3.3. Vitanet portal for elderly people
Vitanet [53] was launched in 2001 in collaboration with some of the authors of the Research Group on Geriatrics at Charite´ and is an example of a Web portal that on the one hand offers comprehensive information about a wide range of different health problems and disease conditions particularly common in the elderly population (e.g. arteriosclerosis, cardiac diseases, dementia or common metabolic diseases such as diabetes) and likewise for other
age-related questions concerning, for example, sexual problems or fitness to drive.
On the other hand, it contains practical advice for both the elderly people and their relatives for different home and outpatient-care problems (e.g. how to bed a patient with hemiparesis after
stroke correctly; see Figure 2).
They also can find information and professional advice about the benefits of the different types of health insurance, e.g. the coverage of the three care levels:
short- and long-term care, home care, and institutional care).
3.3。 Vitanet門戶老人
Vitanet [53] 2001年啟動了合作與一些作詞老年醫學研究小組在沙裡泰'，是一個例子，一個 Web門戶，一方面提供全面的信息範圍廣泛的不同的健康問題和疾病條件，特別是常見的老年人口（如動脈硬化，心髒病，老年癡呆症或常見的代謝疾病，如糖尿病），同樣為其他
與年齡有關的問題有關，例如，性問題或健身駕駛。
另一方面，它包含了實用的建議為老人和他們的親屬對不同家庭和門診護理問題（例如如何與偏癱病人床後
中風正確;見圖 2）。
他們還可以找到有關的資料和專業意見的利益不同類型的醫療保險，例如覆蓋面三個服務層次：
短期和長期護理，家庭護理和住院）。

教育介入對社區老年人營養知識與飲食行為影響之探討

本研究為準實驗設計，其主要研究目的在於探討教育介入對老年人營養知識及飲食行為上的影響。研究者採2005年「台灣老人之成功老化Ⅲ：介入計畫與評估」所收集資料。針對居住苗栗縣之65歲以上社區老年人進行營養教育介入及資料收集。實驗組所含區域為苗栗市東區、公館與通霄，而對照組則包含苗栗市西區、卓蘭與後龍，實驗組社區的老年人都被邀請參與教育介入。營養教育介入內容包括六大類食物、食物選擇、食物營養素等。參與教育介入者共有90位，但只有45位是研究名單內的老年人。在介入12週後進行所有樣本面訪以收集資料，完訪後之樣本資料為實驗組人數41位與對照組425位，分析方法採線性及邏輯式迴歸模式分析社區老年人營養教育介入之營養知識與飲食行為與前傾因素、使能因素、增強因素控制變項。
研究結果發現：
(一)營養知識總分為18分，社區老年人平均得分為12.2分；六大類食物攝取頻率中，每天攝取奶類佔45.5%、五穀根莖類佔88.2%、蛋豆魚肉類佔84.1%、蔬菜類佔89.9%、水果類佔55.4%、油脂類佔66.5% 。
(二)經營養教育介入後，實驗組營養知識得分較對照組稍高，但未達顯著差異；對照組之六大類食物攝取頻率中，油脂類每天攝取比率低於實驗組且達顯著差異。
(三)複迴歸分析營養知識結果顯示出外省族群且教育程度越高、沒有IADLs障礙、沒有腸胃問題、有牙齒問題、會注意營養訊息、沒有因病少吃、與他人進餐及自我效能越高者，其營養知識得分越高；但性別、年齡、居住情形、ADLs障礙、罹病情況、選擇食物及教育介入與營養知識得分情形則無相關。
(四)經邏輯迴歸分析結果指出性別、年齡、教育程度、IADLs障礙、選擇食物及自我效能與六大類食物攝取情形有顯著相關性：即男性、年齡長者、不識字、不可以選擇食物、自我效能低者六大類食物攝取較有問題；但族群、居住情形、ADLs障礙、罹病情況、教育介入與六大類食物攝取情形則無相關。
本教育介入影響營養知識及飲食行為表現雖不顯著，但研究發現社區老年人六大類食物攝取仍顯不足，建議未來相關單位在實施營養計畫時，可針對老年人主要問題及需求，給予適當的營養教育計畫，增加老年人飲食學習興趣，以提高老年人執行飲食行為狀況。

教育介入其營養健康行為雖無顯著影響，可能是其教學法使用一般的教學法，學習者只有被動的接受，無法將正確的醫藥保健知識進行吸收，故無明顯的差異。

Health promotion of older adults: perceived barriers

William R Whetstone PhD RN Associate Professor 1 John C Reid PhD Professor 2
1 Assistant Chair, Division of Nursing, School of Health, California State University– Dominguez Hills, Riverside, California 2 Educational Research, University of Missouri – Columbia, Columbia, Missouri, USA
Correspondence Dr WR Whetstone, Associate Professor, Assistant Chair, Division of Nursing School of Health, California State University – Dominguez Hills c/o Kaiser Home Health Department, 10917 Magnolia Avenue, Riverside, California 92505 USA
Copyright 1991 Blackwell Science Ltd
ABSTRACT
The purpose of this descriptive study was to examine the perceptions of rural men and women, ages 50 to 70 years, regarding barriers to health promotion in the treatment of a chronic disease entity – hypertension Orem's constructs of self-care provided the theoretical framework for the study Specific study aims were to (a) identify health belief/values, (b) assess perceptions of self-care abilities, (c) determine relative risk through health appraisal, and (d) describe phenomenological perceived barriers to health promotion as a lived experience Major findings indicated no relationship between health beliefs/values and self-care The health value scores of females for all four subscales were somewhat higher than the scores for males Average, appraised and achievable ages for relative risk of dying from all causes were significant for men Phenomenological themes revealed diet, weight and medication usage to be two factors associated with perceived barriers Small sample size and voluntary participation limited generalization Nursing implications included the need for (a) greater assessment of the influence of perceived barriers, (b) better approaches to health teaching, and (c) more appropriate design of educative–supportive nursing interventions for facilitating client self-care


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Accepted for publication 13 May 1991

老年人的健康促進－護理的涵義

王秀紅(2000)。老年人的健康促進-護理的涵義。護理雜誌，47（1），19-25。
有用文獻

Green, L. W. & Kreuter, M. W., (1991). Health promotion planning: an educational and environmental approach. Mountain View, CA : Mayfield Pub.
健康促進定義與疾病預防的分別

Pender, N. (2001). Health promotion in nursing practice

健康促進的理論及架構




Ruffing-Rahal, M. A. (1991). Rationale and design for health promotion for older adults. Public Health Nursing, 8(4), 258-263.

健康促進對高齡者的優點及好處



高齡者健康促進計畫的實證研究

老年人之健康促進

余幸宜， 于漱， 李蘭 - 臺灣醫學, 2004

志工工作與常規性運動對老人健康促進之比較

篇　名 志工工作與常規性運動對老人健康促進之比較
並列篇名 The Comparison of Volunteer Work and Regular Exercise for the Promotion of Health among the Aged
作　者 張文明(Wen-Ming Chang);周適偉(Shih-Wei Chou);洪維憲(Wei-Hsien Hong);蔡文鐘(Wen-Chung Tsai);柯智裕(Jyh-Yuh Ke);黃美涓(M. K. Wong)
刊　名 臺灣復健醫學雜誌
卷期／出版年月 36卷1期 (2008/03)
頁次 39-45
資料語文 中文
摘要 台灣人口結構的老化使得政府每年在老人健康照護上的支出已成爲財政上沉重的負擔，本研究的目的爲比較老人參與醫院志工、太極拳及游泳的健康促進行爲。本研究對象爲一般社區生活的老年人共136位，包括男性59位及女性77位，分爲醫院志工組、太極拳組、游泳組及一般老人組四組。以「健康促進生活型態量表」來評估其健康促進行爲，共分自我滿意度、醫療知識、社交活動、運動習慣、情緒控制及健康促進活動等六大項。結果顯示，醫院志工組在自我滿意度及社交活動方面皆明顯優於其他三組(P<0.01)，在健康促進活動方面則明顯優於太極拳組(P<0.01)及一般老人組(P<0.001)，另在運動習慣上則顯著優於一般老人組(P=0.001)。太極拳組在運動習慣方面顯著優於醫院志工組(P=0.001)及一般老人組(P<0.001)，在健康促進活動方面則明顯優於一般老人組(P<0.01)。游泳組在運動習慣方面顯著優於一般老人組(P<0.001)，在健康促進活動方面則明顯優於太極拳組(P<0.01)及一般老人組(P<0.001)。相關性的分析顯示，健康促進活動與老人原來的高職業專業性及較少工作流汗情形有正相關的趨勢，而年齡愈大則有成反比的趨勢。

健康促進之概念

劉雪娥(1999)。健康促進之概念。台灣醫學，3（2），235-237。
健康促進之概念，主要是論文健康促進的意義，而健康促進的範圍則函蓋個人、社區、與國家，故論及健康促進時，要考量個人以外的大環境，而影響健康促進的因素則有...
王瑞霞;許秀月(社區老年人健康促進行爲及其相關因素的探討－以高雄市三民區老人爲例)，發現個人年齡、社經地位、健康內外控人格特質、性別、罹病與否，及身體是否有不適症狀等因素會影響健康促進行為
而社區老人的健康促進行為則可分為心理健康、睡眠、飲食執行、照顧系統利用及自我照顧行為。

高齡化社會老人健康照護的趨勢與挑戰

高齡化社會老人健康照護的趨勢與挑戰

因為醫療科技的進步與衛生環境的改善，台灣老年人口的比例也持續增加。根據內政部統計資料，2007年底台灣65歲以上人口佔總人口比率已達到10.2％；而到2025年，我國老年人口將達20％(約500萬人)，是2008年的兩倍之多。若再加上出生率的降低及人口外移的因素，台灣老年化的速度會急遽增加，屆時居家，特別是獨居老人健康照護會變成一個很複雜的社會與政經議題。

在未來人力資源越來越匱乏的高齡化社會情況下，無可避免的大部份制式與非緊急的老人健康照護工作需得倚賴創新的方法──透過科技的研發輔助來完成。

就老人健康照顧的問題而言，一般不外乎於慢性病／生理參數(如心跳、血糖、血壓、體溫等)的監控及緊急情況(如心臟病、中風、跌倒等)的處理。

目前坊間已有一些電子產品可以做長時間生理參數的量測，若結合智慧型的分析判斷方法以及搭配無線感測網路(wireless sensor network，WSN)技術，當這些生理參數發生異常情況，這些裝置可以在第一時間內掌握並通報相關人員處理。

生理訊號擷取／分析／緊急通報

目前長時間記錄遠距醫療或居家健康照護中受照顧者之血糖、血壓、溫度等生理資訊比較容易；對於特殊的情況，如突發心臟病或中風、跌倒偵測，這方面的資料擷取與分析、判斷則相對要複雜許多。

以心電圖的資料擷取分析而言，24小時的監控其資料量就比血糖、血壓、溫度要高出許多倍。此外，如何整合心電圖測量電路、訊號分析功能與無線收發電路成一個微型的系統是另一個要面對的問題。除了體積要縮小到能長時間佩戴，低耗電，還需要考量該微型系統內嵌的微處理器需具備即時分析處理心電圖訊號的能力，如此方能適時判斷受監測者的生理狀況是否具危險性需要緊急通報。

至於跌倒偵測方面，不論跌倒是因為意外或健康問題(如暈眩、中風)所導致，跌倒的本身對於老人是一種絕對的威脅與傷害。根據衛生署統計資料，2000～2006年間跌倒是台灣老人第二大死因；單就2006年就有24％老人因為跌倒意外死亡。

依據國內研究統計報告發現，10.7％～20.5％的居家老人在一年中至少會跌倒一次，約有10.3％的老年人在發生跌倒後超過30分鐘才獲得救助，27.3％會發生跌傷，8.9％需要住院，並經常因為次發原因造成死亡。因此，跌倒之後的即時發現與處置，大大的影響其未來健康生活或甚至存活的機會。在不侵犯個人隱私的前提下(因此排除透過網路攝影機偵測的方法)，發展出能準確判斷跌倒事件的偵測系統，對老人健康照護將有莫大的貢獻。上圖是佩戴在腰部附三維加速規的裝置，可以判斷身體動作是否正常或發生跌倒事件。

健康照護資訊與緊急通報

另外一個相關議題在於建置完善的健康照護資訊系統及緊急通報機制，以便在確定緊急事件發生後能確實有效的通報。這除了需要建置24小時的不中斷資訊系統，隨時收集使用者生理及環境資訊並加以判斷及處理，也必須確立緊急通報時要傳送何種資料？在室內／室外不同環境情況下如何傳送資料？傳送給誰？代理備援機制為何？

目前透過PAN(Personal Area Network)傳輸生理資訊的方法主要以藍芽和ZigBee(IEEE 802.15.4)為代表。藍芽傳輸速度大約是Zigbee的四倍，但傳輸距離侷限在在30英呎之內，遠低於ZigBee75公尺理論值。

射頻標籤(RFID)是另外一種無線感應裝置。RFID系統乃透過讀寫器與標籤之天線，利用電磁波的耦合原理傳遞訊號。透過接收到的訊號強度值大小或時間差來判斷位置(正常狀況下接收訊號強度與距離成指數衰減；接收時間與距離成正比)。結合WiFi無線傳輸，RFID具備無線感應、價格低廉的優點。透過資訊科技的輔助，近年來應用發展快速，領域廣及物流、門禁管理、生產線自動化、健康醫療、居家看護等。

然而，和其他無線感應裝置同樣面臨的問題，RF訊號容易受到干擾與屏蔽效應影響；其中金屬屏蔽問題一直是RFID的致命傷。若RFID感測附近有金屬存在時，金屬面會反射電磁波，影響系統之辨識與精確度。另外，水(人體組織)的遮蔽也會影響訊號正確接收。實際應用RFID系統處理大量標籤時其感應速度、正確性、敏感度等問題需要仔細校正。

結語

台灣已經步入高齡化社會，青壯年人口比例因少子化現象逐年減少，加上壽命的延長，老年人口急遽增加，不久的將來一對夫妻將背負照護四口老人責任。相關科技研發工作迫在眉睫。期望未來透過產官學科技的研發輔助，能妥善肩負起老人健康照護工作。

國立陽明大學醫學工程研究所教授／朱唯勤

A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING 論文評析

Thomas, J. W. 2000. A review of research on PBL. http://www.
bobpearlman.org/BestPractices/PBL Research.pdf (accessed February
28, 2009).
專題導向的效益
According to teachers' self-reports, experience with Project-Based Learning activities had a variety of positive benefits for students including attitudes towards learning, work habits, problem-solving capabilities, and self esteem.
In summary, the authors state that:
" Students, working both individually and cooperatively, feel empowered when they use
effective work habits and apply critical thinking to solve problems by finding or creating
solutions in relevant projects.
In this productive work, students learn and/or strengthen their work habits, their critical thinking skills, and their productivity.
Throughout this process,
students are learning new knowledge, skills and positive attitudes." (p.8)
根據教師的自我報告，經驗與基於項目的學習活動進行了各種積極的福利，包括學生對學習的態度，工作習慣，解決問題的能力，和自尊。
總之，作者指出：
“同學們，單獨和協同工作，當他們感到授權使用
有效的工作習慣和運用批判性思維，解決問題通過尋找或創造
解決方案相關的項目。
在這種富有成效的工作，學生學習和/或加強自己的工作習慣，他們的批判性思維技能，以及他們的生產力。
在整個過程中，
學生在學習新的知識，技能和積極的態度。“（第8頁）

認知心理學方面更有多支研究取向支持專題學習的活動發展，包括動機、專家、情境因素、與科技等四方面的研究取向(Thomas, 2000:6-8)
原文
Research on Cognition: Challenge, Choice, Autonomy, Constructivism, and Situated
Cognition
There are a number of strands of cognitive research cited in support of classroom research and development activities in Project-Based Learning.
These strands can be divided into research on motivation, expertise, contextual factors, and technology.
Research on motivation includes research on students' goal orientation and on the effect of different classroom reward systems.
All things being equal, students who possess a motivational orientation that focuses on learning and mastery of the subject matter are more apt to exhibit sustained engagement with schoolwork than students whose orientation is to merely perform satisfactorily or complete assigned work (Ames, 1992).
Classroom reward systems that discourage public comparability and favor task involvement over ego-involvement and cooperative goal structures over competitive goal structures tend to reduce ego threat on the part of students and encourage a focus on learning and mastery (Ames, 1984).
Accordingly, Project Based Learning designs, because of their emphasis on student autonomy, collaborative learning, and assessments based on authentic performances are seen to maximize students' orientation toward learning and mastery. Additionally, Project-Based Learning designers have built in additional features such as variety, challenge, student choice, and non-school-like problems in order to promote students' interest and perceived value (Blumenfeld et al., 1991).
Another strand of research on cognition that has influenced Project-Based Learning designs has been research on experts and novices.
This research has not only revealed the importance of metacognitive and self-regulatory capabilities on the part of experts, but also the absence of planning and self-monitoring skills on the part of inexperienced and young problem solvers (Bereiter & Scardamalia, 1993; Glaser, 1988).
Accordingly, the way to insure that young children become proficient at inquiry and problem solving is to simulate the conditions under which experts master subject matter and become proficient at conducting investigations (Blumenfeld et al, 1991). This has also led to recommendations for shifting the major portion of instruction in schools from teacher-directed, teacher-assigned "schoolwork" with its emphasis on comprehension, to student-initiated, goal-driven, independent, "intentional learning" models with an emphasis on knowledge building (Bereiter & Scardamalia, 1987; Scardamalia & Bereiter, 1991).
Research on experts and novices has also given practitioners ideas for enhancing students' ability to benefit from Project-Based Learning, primarily through the introduction of varieties of "scaffolding" (learning aids, models, training strategies) intended to help students become proficient at conducting inquiry activities.
"The master-apprentice relationship is used as an analogy for the teaching-learning situation...like masters, teachers should scaffold instruction by breaking down tasks; use modeling, prompting, and coaching to teach strategies for thinking and problem solving; and gradually release responsibility to the learner" (Blumenfeld
et al., 1991).
For example, "cognitive apprenticeship" (Collins, Brown, & Newman, 1991) is a model for teaching and learning in which students: (a) learn the "crafts" of subject matter areas such as mathematics, writing, and reading in the identical context that they would be expected to use these skills in later life; (b) receive a large amount of practice; (c) learn from experts who would model the skills and then give feedback to students as they practice them; and (d) receive an emphasis on the acquisition of metacognitive skills useful for applying the to-be-learned skills.
The influence of contextual factors on cognition has also engendered a good deal of research and has, according to the citations in PBL research, had an important influence on the authenticity and autonomy elements of Project-Based Learning. According to research on "situated cognition," learning is maximized if the context for learning resembles the real-life context in which the to-be-learned material will be used; learning is minimized if the context in which learning occurs is dissimilar to the context in which the learning will be used (Brown, Collins & Duguid, 1989).
Additionally, research on contextual factors has led to the recommendation that, to the extent that it is important for students to be able to apply what they learn to solve problems and make decisions, instruction be carried out in a problem-solving
context.
Learning that occurs in the context of problem solving is more likely to be retained and applied.
Such learning is also seen as being more flexible than the inert knowledge that is
acquired as a result of more traditional didactic teaching methods (Boaler, 1998b; Bransford, Sherwood, Hasselbring, Kinzer, & Williams, 1990).

Using Developmental Supervision To Improve Science and Technology Instruction in Israel論文評析

Barak, M., Pearlman-Avnion, S. & Glanz, J.: 1997, ‘Using Developmental Supervision to
Improve Science and Technology Instruction in Israel’, Journal of Curriculum and
Supervision 12(4), 367–382.
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A brief narrative description of the journal article, document, or resource. Discusses an Israeli study examining the professional development of physics, electronics, and mechanics teachers. Examines whether an externally developed school improvement model could customize the supervision process to each school system and academic discipline's needs. Carl Glickman's developmental supervision model succeeds in identifying each teacher's starting point, tracing the supervision process, and describing outcomes. (30 references) (MLH)
簡要敘述說明該雜誌的文章，文件，或資源。
討論了一個以色列研究的專業發展研究物理，電子和機械教師。
檢查是否外部開發學校改善模型可以自定義的監督程序，以每所學校的制度和學科的需要。
卡爾格利克曼的監管模式取得成功的發展在確定每個教師的出發點，跟踪監督的過程，描述結果。 （參考文獻 30篇）（雜木）

Using Blogs to Improve Differentiated Instruction.論文評析

Colombo, M., & Colombo, P. (2007). Using Blogs to Improve Differentiated Instruction. Education Digest, 73(4), 10-14. Retrieved from Academic Search Premier database.

標題:Using Blogs to Improve Differentiated Instruction.
作者:Colombo, Michaela W.1
Colombo, Paul D.2
資料來源:Education Digest; Dec2007, Vol. 73 Issue 4, p10-14, 5p
文件類型:Article
主題術語:*BLOGS
*INDIVIDUALIZED instruction
*SCIENCE -- Study & teaching -- Aids & devices
*INTERNET in education
*TEACHING methods
*SCIENCE -- Study & teaching
*EDUCATIONAL technology
*COGNITIVE styles
NAICS/Industry Codes:519130 Internet Publishing and Broadcasting and Web Search Portals
摘要:The article discusses the use of blogging to improve differentiated instruction in science classes. It provides a hypothetical model of differentiated instruction in a seventh grade science classroom containing English language learners (ELLs), students with individualized education programs, and gifted and talented students. It discusses the use of material posted in class blogs to extend instructional time by providing a way to reinforce learning strategies, introduce topics and concepts, review material, and provide enrichment. Materials can be presented in text format, as podcasts, or as video files to reach students at different levels and with different learning styles. A list of free and commercial software for class blogs is included.
文章論述了利用部落格來提高差異化教學在科學課堂。
它提供了一個假設模型有區別的教學在七年級的科學課堂含有英語學習者（英語學習者），學生個性化教育方案，以及資優學生。
將課堂上延伸的討論資料貼上班級的部落格，用來增強學習效果的策略，並增加主題與概念的介紹，審查材料，並提供豐富的資料。
材料可提交文本格式，播客，或為視頻文件，達到學生在不同層次和不同的學習風格。
A名單的自由和商業軟件類博客是包括在內。

Using Portfolios to Enhance Creative Thinking論文評析

Barak, M. & Doppelt, Y.: 2000, ‘Using Portfolios to Enhance Creative Thinking’, Journal
of Technology Studies 26(2), 16–24.
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Personal author, compiler, or editor name(s); click on any author to run a new search on that name. Barak, Moshe; Doppelt, Yaron
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Abstract:
A brief narrative description of the journal article, document, or resource. In a program on creative thinking and technology, 56 low-achieving Israeli 10th graders constructed portfolios of project work. The Creative Thinking Assessment Scale was developed to evaluate awareness of thinking, observation of thinking, strategy, and reflection. (SK)
簡要敘述說明該雜誌的文章，文件，或資源。在程序上的創造性思維和技術，56個低年級學生實現以色列第十構建投資組合的項目工作。創造性思維量表的開發是為了評估思想認識，觀察思維，戰略和反思。 （水庫）

Hot-Air Balloons: Project-Centered Study as a Bridge between Science and Technology Education.論文評析

Barak, M. & Raz, E.: 1998, ‘Hot Air Balloons: Project Centered Study as a Bridge between
Science and Technology Education’, Science Education 84, 27–42.
作者:Barak, Moshe
Raz, Eli
資料來源:Science Education; Jan2000, Vol. 84 Issue 1, p27, 16p, 3 Diagrams, 3 Charts
文件類型:Article
主題術語:*SCIENCE -- Study & teaching (Higher)
*TECHNOLOGY
*HOT air balloons
*EDUCATION, Higher
地理詞彙:ISRAEL
摘要:
Presents a project-based study on hot-air balloons to impart both scientific and technological principles to junior high school students in Israel.
Relationship between science education and technology education; Exposure of students to scientific inquiry and the design process in technology; Achievement of true cooperation between teachers with differing specialties.
提出了一種基於項目的研究熱氣球既傳授科學和技術原則，以初中學生在以色列。
科學教育的關係和技術教育;暴露學生科學探究和設計過程中的技術，成就真正的教師之間的合作具有不同的特色。

The unschooled mind : how children think and how schools should teach

書名 (1-2 之 2)
The unschooled mind : how children think and how schools should teach

1 預約 超越教化的心靈 : 追求理解的認知發展
賈德諾 (Gardner, Howard) 著
台北市 : 遠流, 1995[民84]
1995



館藏地 索書號 條碼 處理狀態
總館4F教資室 371.13 051-440 1996年3刷 BM0132255 到期 05-31-10
總館4F教資室 371.13 051-440 1996年3刷 BM0132256 可外借 跨校區借書
這書目還有其他複本/卷期

2 預約 The unschooled mind : how children think and how schools should teach
Gardner, Howard
New York : BasicBooks, c1991
c1991



館藏地 索書號 條碼 處理狀態
公館分館 370.152 G173 B20259933 到期 05-13-10
英語系 370.152 G173 B20247802 可外借
這書目還有其他複本/卷期

「Implementation and Assessment of Project-Based Learning in a Flexible Environment.」論文評析

作者:Doppelt, Yaron1 yaron@noar.technion.ac.il
資料來源:International Journal of Technology & Design Education; Oct2003, Vol. 13 Issue 3, p255-272, 18p
文件類型:Article
主題術語:*LEARNING
*STUDENTS
*SCHOOL children
*EDUCATION
*RESEARCH
*SCHOOL management & organization
作者提供的關鍵字:learning environment
low-achieving pupils
project-based learning
technology education
NAICS/Industry Codes:611699 All Other Miscellaneous Schools and Instruction
611710 Educational Support Services
923110 Administration of Education Programs
摘要:
Project-based learning (PBL) is a well-known method for imparting thinking competencies and creating flexible learning environments.
專題導向學習（PBL）是一個眾所周知的方法傳授思維能力和創造一個彈性的學習環境。
Advancing low-achieving pupils is an on-going challenge for educational systems.
激發低成就的學生學習，是教育系統持續的挑戰。
Routing low-achievers into low-learning tracks creates a vicious circle.
低成就造成低度學習，形成了惡性循環。
In order to extract pupils and their teachers from the on-going cycle of failure, and to promote pupils cognitively and emotionally, four steps were taken: defining significant goals for the pupils as well as for the teachers, changing the learning environment, carrying out original projects taking advantage of the pupils' special skills and abilities, and changing assessment methods for project-based learning activities in a computerized environment.
為了拯救學生和他們的老師從正在進行的惡性循環，並促進學生認知和情感上，採取了四個步驟：為學生與教師定義顯著的目標、改變學習環境、運用獨創的專題以提升學生的技巧與能力，並改變評量的方式及採用電腦化的環境。
This paper presents a continuous field research that has used qualitative and quantitative tools for exploring pupils' progress in the affective and the cognitive domains.
本文提出了一種持續的實地研究，利用量化與質化的工具，探索學生情意和認知領域的學習進度。
The research tools were: Analysis of pupils' portfolios, observations of class activities, interviews with pupils, teachers and school management, achievements in the matriculation examinations, and assessment of pupils' projects.
研究工具包括：學生的歷程檔案、課堂活動的觀察、學生、教師和學校管理的訪談、大學的入學考試成績、及學生專題的評量。
The findings indicate that scientific-technological PBL elevated pupils' motivation and self-image at all levels and achieved significant affective learning.
研究結果表明，科學與科技的PBL學習科技博亞高架學生的動機和自我形象，並取得了顯著各級情意學習。
The activities over three years are summarized and show an increase in the number of students achieving the college admittance requirements.
超過 3年的活動進行了總結和展示增加的數目達到高校學生准入要求。
Most of the low-achieving pupils succeeded with distinction in the same matriculation exams that the high-achievers did in the same school.
大部分的低成功地實現學生以優異成績在同一預科考試的高成績確實在同一所學校。

理論背景
THEORETICAL BACKGROUND
Active learning is an educational approach that puts the pupils at the center of the learning process and recognizes the variance between different learning styles (Dewey 1916; Gardner 1993; Kolb 1985; Perkins 1992; Sternberg & Grigorenko 1995).
主動學習是一種教育方法，是以學生為中心的學習過程，並體認學生的學習風格的差異。（杜威1916年，加德納 1993年;科爾布 1985;珀金斯1992年;施特恩貝格＆格里戈連科1995年）。
The common denominator in these educational theories is the emphasis placed on the activities of the individual learner that motivate learning processes that occur inside the pupil’s mind and for which he/she is responsible.
這些教育理論共同的特點在於強調個別的學習者在活動時所發生在其內心的學習動機及他的責任心。
Rogers (1969) and Holt (1965) claim that schools should allow pupils to satisfy their curiosity, and develop their skills and abilities, as they will.
羅傑斯（1969年）和霍爾特（1965）聲稱，學校應讓學生培養他們的技能和能力以滿足他們的好奇心。
Pupils will not reach true learning in school if the school continues to decide for the pupils what and how to learn.
如果學校持續的為學生決定什麼及如何學學習，那學學生將不會在學校真正的學習。
Active learning transfers the responsibility of the learning from the
teacher to the pupil.
主動學習的責任轉移的學習從教師到學生。
Rogers (1969), and Papert (1980), see it as an important educational goal.
羅傑斯（1969），和帕爾特（1980），將他視為重要的教教育目標。
The transfer of responsibility should occur through the teacher who gives many degrees of freedom for learning and changes the teacher’s role from that of lecturer to the role of tutor, a guide, and a partner in the learning process (Barth 1972).
學習責任的轉移是藉由老師給予學習上的自由及並在學習的過程中改變了教師的角色，從講師到教導、指導到成為伙伴的角色。（巴特1972年）。
The knowledge gained through active learning is constructive knowledge from active thinking and problem solving, and is not knowledge of memorizing and doing exercises for the teachers or doing homework from books (Gardner 1991).
透過主動學習所獲得的知識是一種建構的知識，是透過主動的思考、問題解決所獲得的，而非記憶性的知識、練習與習作所獲得的知識。（加德納 1991年）。
Learning is a process of constructing knowledge in the pupil’s mind.
學習是在學生的頭腦建構知識的過程。
Creating an engineering prototype such as in this study, in real world situations supports the constructionist theory (Papert 1991).
創建一個工程樣品，如在本研究中，在現實世界中支持建構理論（帕爾特 1991年）。
Project-based learning has a nature of exploring new areas, discovering new scientific issues and integrating knowledge from different subjects (Barak & Raz 1998; Barak & Doppelt 2000).
專題導向學習具有探索新領域、發現新的科學議題與整合從不同學科來的知識的特質。（巴拉克和拉茲 1998年;巴拉克和佩2000年）。
Computerized technological systems provide a rich learning environment and expose the
learner to a variety of representations and configurations, such as: true model, simulation, building models that represent formulas, algorithms, graphics and animation.
電腦科技系統提供了一個豐富的學習環境，並揭露學習者各種不同的意見和配置，如：真實的模型，模擬，建築模型，代表公式，算法，圖形和動畫。
One of the better-known examples of such a rich computerized learning environment is the LEGO-Logo system (Kromholtz 1998; Jarvinen 1998; Jarvela 1995).
一個廣為人知的例子，這種豐富的電腦化學習環境，是樂高標識系統（Kromholtz 1998;耶爾維寧 1998;耶爾韋萊 1995年）。
Resnick and Ocko (1991) state that this learning environment puts children in control since they formulate their own designs and experiments, and work on projects that they care about personally, instead of recreating someone else’s experiment.
雷斯尼克和Ocko（1991）描述，這個學習環境是使學生置身於自己所設計的程式與實驗的專題中，而非重建別人的實驗。
Project based learning in technology encourages students to work in teams (Barak &
Maymon 1998; Denton 1994).
專題導向學習是鼓勵學生以團隊及科技來工作（巴拉克＆ Maymon 1998;丹頓 1994年）。
In this way, students combine ‘hands-on’ activities with what Papert (1980) has termed ‘heads-in’ activities.
通過這種方式，學生結合動手做的活動。
Learning environments such as LEGO/Logo enable the construction of concepts in
the learner’s mind (Resnick & Ocko 1991).
如樂高的學習環境，能力使學生在腦中建構概念。(雷斯尼克及Ocko 1991年）。
When pupils create projects, they experience meaningful study that enables the exercising of sophisticated ideas that arise from their own projects (Doppelt & Barak 2002).
當學生建立專案時，從專案中可以從事複雜的活動而使其活動成為有意義的研究。（佩和巴拉克2002年）。
Experiencing learning within a high-tech modern engineering environment contributes to the pupils’ self-image and their motivation to succeed in their studies (Barak et al. 1997).
體驗學習在現代高技術工程環境有助於學生的自我意象和他們的動機，而使他們的研究成功（巴拉克等人。1997年）。

These educational approaches are important for the development of all pupils, but they are essential for the low-achievers that have difficulties with traditional teaching methods.
這些教育方法是非常重要的所有學生的發展，但它們都強調在傳統的教育方法下低成就學生的應用。Advancing low-achieving pupils is an on-going challenge for educational systems.
推進低實現學生是一個持續的挑戰，為教育系統。
Routing low-achievers into low-learning tracks creates a vicious circle.
路由低成績進入低學習曲目創建一個惡性循環。
The school system has low expectations of the pupils; the pupils accumulate a history of failure; and the teachers emerge as having low self-esteem and low professional image (Barak et al. 1994).
學校系統有低期望的學生;學生積累失敗的歷史，以及教師成為具有低自尊，低專業形象（巴拉克等人。1994年）。
These pupils require attractive learning material that relate to their real world and answer their needs.
這些學生需要有吸引力的、與現實世界相關、並符合他們的需求的學習材料。

Over the past two decades, educational research has been concerned with the contribution of a rich learning environment in the attainment of educational
goals, such as improvement in learning achievements and attitudes towards studies and school (Fraser 1998; Fraser et al. 1995; Fraser &Tobin 1991).
在過去 20年來，教育研究一直關注豐富的學習環境，也是教育一直努力的目標，以改善學習成效與學習態度。
The association of science and technology studies with a rich, flexible, computer-embedded learning environment may enable the advancement of pupils in attaining higher academic achievements, and overcoming their cognitive and affective difficulties (Barak et al. 2000).
科學與科技學會以豐富、彈性電腦化的學習環境希望學生能夠有更高學術成就並克服認知與情感上的困難。(巴拉克等人。2000年）。

Educational researchers have become aware that the learning environment must engage the learner in activities that relate to the world outside school.
教育研究人員已經意識到，學習環境中的活動必須加入與學校以外相關的世界活動。
A rich, flexible learning environment is necessary for accelerating the learning of at-risk pupils (Levin 1992).
豐富的，靈活的學習環境對於在低成就的學生是必要的，以加速其學習。（李文1992年）。
A pupil who is given the opportunity to create a prototype deals with designing, making and evaluating.
學生要給他們創造一個原型涉及設計，製造和評估的機會。
Through such experiences he/she realizes that much depends on him/herself.
通過這些經驗，他/她了解到很大程度上要靠自己努力。
Consequently he/she may gain self-esteem and personal responsibility (Waks 1995).
因此他/她可能獲得自尊和個人責任（Waks 1995年）。
Consequently he/she may gain self-esteem and personal responsibility (Waks 1995).

「A Study of the Efficacy of Project-based Learning Integrated with Computer based Simulation - STELLA」論文評析

Authors:Eskrootchi, Rogheyeh1 Eskrootchi@iums.ac.ir
Oskrochi1, G. Reza2 roskrochi@brookes.ac.uk
Source:Journal of Educational Technology & Society; Jan2010, Vol. 13 Issue 1, p236-245, 10p, 1 Chart, 1 Graph
Document Type:Article
Subject Terms:*LEARNING
*WEB-based instruction
*SIMULATION methods
*EDUCATIONAL technology
*WATERSHED management
*MODELING
*INTERNET
*PEDAGOGICAL content knowledge
*STATISTICS
Author-Supplied Keywords:computer-assisted simulation
learning technology
project based learning
STELLA
watershed concepts and modelling
NAICS/Industry Codes:517919 All Other Telecommunications
519130 Internet Publishing and Broadcasting and Web Search Portals
517110 Wired Telecommunications Carriers
518210 Data Processing, Hosting, and Related Services
Abstract:
Incorporating computer-simulation modelling into project-based learning may be effective but requires careful planning and implementation.
結合計算機仿真建模為基於項目的學習可能有效，但需要仔細的規劃和實施。
Teachers, especially, need pedagogical content knowledge which refers to knowledge about how students learn from materials infused with technology.
教師，特別需要的教學內容知識是指知識學生如何學習材料注入技術。
This study suggests that students learn best by actively constructing knowledge from a combination of experience, interpretation and structured interactions with peers and teachers when using technology.
這項研究表明，學生學習最好的，積極建構知識從一個組合的經驗，解釋和結構的相互作用與同學及教師使用的技術。
Simulations do not work on their own, there needs to be some structuring of the students' interactions with the simulation to increase effectiveness.
模擬不工作本身，也需要一些結構，學生的互動與模擬，以提高有效性。
The purpose of this study was to investigate the effectiveness of project-based learning in a technology-rich environment.
本研究的目的是探討有效性基於項目的學習在科技資源豐富的環境。
A science project, Land-use in Watershed, that takes advantage of Internet facilities was developed and integrated with a simulation software package, Structural Thinking and Experiential Learning Laboratory, with Animation, (STELLA) developed to promote deeper understanding of Land-use by students.
一個科學項目，土地利用流域，即利用了互聯網設施的開發和集成與仿真軟件包，結構的思考和體驗學習實驗室，與動畫，（STELLA軟件）開發，以促進更深入了解土地利用學生。
The Participants in the study were 72 students in a quasi-experimental research design.
參與者在研究了72名學生在一類實驗研究設計。
Statistical analyses showed that students who participated in the manipulation of the experimental model of the watershed experiment and the STELLA simulation performed best on understanding the watershed concept.
統計分析顯示，學生誰參加了操縱實驗模型的流域仿真實驗和STELLA軟件表現最好的分水嶺概念上的理解。

結合計算機仿真建模為基於項目的學習可能有效，但需要仔細的規劃和實施。
教師，特別需要的教學內容知識是指知識學生如何學習材料注入技術。
這項研究表明，學生學習最好的，積極建構知識從一個組合的經驗，解釋和結構的相互作用與同學及教師使用的技術。
模擬不工作本身，也需要一些結構，學生的互動與模擬，以提高有效性。
本研究的目的是探討有效性基於項目的學習在科技資源豐富的環境。
一個科學項目，土地利用流域，即利用了互聯網設施的開發和集成與仿真軟件包，結構的思考和體驗學習實驗室，與動畫，（STELLA軟件）開發，以促進更深入了解土地利用學生。
參與者在研究了72名學生在一類實驗研究設計。
統計分析顯示，學生誰參加了操縱實驗模型的流域仿真實驗和STELLA軟件表現最好的分水嶺概念上的理解。

Project-based learning
Project-based learning (PBL) blends traditional subject-matter goals and objectives with authentic learning environments.
基於項目的學習（PBL）融合了傳統題材的目標和目的與真實的學習環境。
The primary rationale for using authentic activity as the model for appropriate learning activities is the enhanced understanding that develops through application and manipulation of knowledge within context.
主要理由使用真實的活動為模型，進行適當的學習活動，它是透過知識的應用與操弄的脈絡下，增加對知識的了解。
Finding solutions to a problem whether posed by the teacher or a new social environment, more likely develop generic, as well as subject specific skills when using project-based curriculum.
當使用專題導向的課程，不管此問題是由教師或新的社會環境的問題，若將解決問題的方法發展成更一般通用的技術當成此學科的特殊技巧。
In other words, PBL provides productive environments for the development of meta-cognition (Downing et al., 2009).
換言之，PBL的生產環境提供了後設認知的發展（唐寧等人。，2009）。
In addition, in another study conducted to identify dental students' self-reported sources of stress, the findings revealed that PBL when compared to traditional curricula was inversely associated with perceived stress and that in turn had a strong impact on learning(Polychronopoulou & Divans, 2009).
此外，在另一項研究，以確定進行牙科學生自我報告的壓力來源，調查結果顯示，PBL教學法與傳統課程相比，它所覺察的壓力是截然不同，進而強烈衝擊到學習（Polychronopoulou及煙格， 2009年）。
Nevertheless, transformation of the conventional classroom into an authentic learning environment involves much more than incorporating features of real-life situations into school work.
然而，改造傳統的課堂學習環境成為一個真實的學習環境，將結合更多的實際生活狀況的特徵到學校之中。
Furthermore, curriculum innovations are never easy to implement or to examine systematically.
因此，課程創新是不容易的執行或系統性的驗證。
Balasooriya et al.,(2009) carried out a study on the impact of a new integrated medical educational design on students' approaches to learning.
Balasooriya等。，（2009）進行了一項研究的一個新的綜合影響，醫學教育的設計對學生的學習方法。
Although, the program was based on curriculum features identified in the research literature to promote deeper approaches to learning, the results indicate shifting students towards deeper approaches to learning may be a more complex task than previously understood.
雖然，在該方案的文獻中指出，此課程的特色是基於文獻而設計，為了促進更深入的學習，結果表示，轉變學生以更深入的方式進行學習，這樣的學習是比以往更複雜的任務。

Krajcik et al., (1994) suggest that there are five features of PBL that help communicate the complexity of the innovation in terms that are familiar to teachers.
克拉伊契克等。，（1994）認為專題導向有五個特點，將有助於教師來溝通此複雜的創新。
These are driving questions, investigations, artefacts, collaboration and technological tools.
這些特點包括問題導向、調查或研究導向、作品或成品導向、合作導向及科技工具的使用。
This approach can be supported by multimedia and network technologies such as the
Internet.
科技工具的使用包括多媒體、網際網路。
The introduction of microcomputers into classrooms has generated innumerable instances of such innovations which involve considerable change in classroom management, lesson structure and student assessment.
引進微型計算機進入課堂後，產生了無數的創新實例，這種創新包括很多重大的改變，如課堂管理，課程結構和學生的評量。
Powerful hardware and sophisticated software tools are enabling people to become more active learners about their environment (Jackson et al., 1997).
強大的硬件和先進的軟件工具使人們能夠在此環境中，更加主動的學習（傑克遜等人。，1997）。

Research has shown that students can make significant gains when computers are incorporated in the learning process.
研究表明，學生能在學習過程中適當的運用電腦，就能夠顯著提高學習成效。
Computer-based technologies integrated in project-based learning are particularly useful for constructive learning (Roschelle et al., 2000).
電腦資訊科技融入專題導向學習，對於學習有積極的功效。（Roschelle等。，2000）。
Students instantaneously can see the results of their experiment.
學生立即可以看到他們的實驗結果。
Computer technology supports learning; it is especially useful in developing the higher-order skills of critical thinking, analysis and scientific inquiry (Roschelle et al., 2000).
資訊科技支援學習，特別是在發展高階關鍵性思考技能、分析、科學探究等是非常有幫助的。（Roschelle等。，2000）。
But the mere presence of computers in the classroom does not ensure their effective use.
但是，只是教室有電腦，並不能保證電腦的效用被展現出來。
Many factors influence how and who learns in the classroom: (1) active engagement, (2)participation in groups, (3) frequent interaction and feedback and (4) connections to real-world contexts.
許多因素影響在教室的學習：（1）積極參與，（2）參與群體，（3）頻繁的互動和反饋，（4）連接真實世界背景。
Omale et al., (2009) performed a study to investigate how the attributes of 3-D technology affect participants' social, cognitive and teaching presences in a PBL environment.
Omale等。，（2009）進行了一項研究，在專題導向的教學中，探討3D科技如何影響學生的社會性與認知。
The results indicated that although the attributes of 3-D technology promoted participants' social presence, additional technical and instructional features of the 3-D environment were required to further enhance cognitive and teaching presence leading to overall learning experience.
結果表明，雖然3D科技促進了參與者的社會存在，但是所運用的技術及3D環境的教學還要更加強認知與學習經驗。
Some of the pioneers in learning research believe computer simulation when used effectively has the potential to address these related factors (Blake & Scanlon, 2007).
一些在學習研究的先驅相信有效地利用計算機模擬時，有可能解決這些相關的因素

「新世紀優質學習的經營」研討會論文集

館藏地 總館
作者 國立臺南師範學院. 測驗發展中心 編輯
新世紀優質學習的經營研討會 (2000 : 臺南師院)
書名 「新世紀優質學習的經營」研討會論文集 / 國立臺南師範學院測驗發展中心編輯.
出版項 臺北市 : 教育部, 2000[民89]
版本項 初版.

評等

館藏地 索書號 條碼 處理狀態
總館4F教資室 370.7 576.1 BM0231805 可外借

稽核項 343面 : 圖, 表格 ; 22公分.
叢書名 發展小班教學精神宣導專書 ; 5
附註 含參考書目
主題 小學教育 -- 教學法 -- 論文,講詞等.
其他書名 新世紀優質學習的經營研討會論文集
國際標準號碼 9570256893 (平裝)

「Project-Based Learning for the 21st Century: Skills for the Future」論文評析

Abstract: Project-Based Learning (PBL) is an innovative
approach to learning that teaches a multitude of strategies
critical for success in the twenty-first century. Students
drive their own learning through inquiry, as well
as work collaboratively to research and create projects
that reflect their knowledge. From gleaning new, viable
technology skills, to becoming proficient communicators
and advanced problem solvers, students benefit
from this approach to instruction.
摘要：在二十一世紀專題導向之所以成功，是因為它是一種創新的學習方法，運用多種的教學策略。
學生運用探究的方式來趨動自己的學習，以合作的方式來研究及建立專案，以反思他們的知識
專題導向教學法，學生從蒐集新的、可行的技術方法到成熟的溝通並進一步成為問題解決者而獲得效益。
Project-Based Learning (PBL) is a student-driven, teacher-facilitated approach to learning.
專題導向學習（PBL）是一種以學生為主導，以教師協助的學習方法。
Learners pursue knowledge by asking questions that have piqued their natural curiosity.
學生追求知識的提問已引起了他們天生的好奇心。
The genesis of a project is an inquiry.
一項專案的源起是一項探究
Students develop a question and are guided through research under the teacher’s supervision.
學生在教師的監督下發展的問題，並在指導下研究。
Discoveries are illustrated by creating a project to share with a select audience.
運用建立專案的方式來說明他的發現並用來與其他人分享。
Organizers support systematization of the processes that will be implemented throughout the research and project phases of PBL.
專題導向的步驟提供有系統的程序來實施研究與專案。
Student choice is a key element of this approach.
學生的選擇是一個關鍵因素的這種做法。
Teachers oversee each step of the process and approve each choice before the
student embarks in a direction.
教師監督每一步的過程，讓學生在進行下一個步驟時，確認學生的方向是對的。
Children with similar inquiries may elect to work cooperatively, thereby nurturing
twenty-first-century collaboration and communication skills and honoring students’ individual learning styles or preferences.
兒童可以選擇類似的調查工作合作，從而培養二十一世紀的合作和溝通技巧，尊重學生的個人學習風格或喜好。
PBL is not a supplementary activity to support learning.
PBL是不是一個補充學習的活動。
It is the basis of the curriculum.
他是課程的基礎。
Most projects include reading, writing, and mathematics by nature.
大多數的專題包括閱讀，寫作和數學的本質。
Many inquiries are science-based or originate from current social problems.
許多調查都以科學為基礎的或來自於當前的社會問題。
The outcome of PBL is greater understanding of a topic, deeper learning, higher-level reading, and increased motivation to learn.
專題導向的效果是使學生對主題能更多的了解、更深入的學習、更高層次的閱讀、並提高學習者的動機。
PBL is a key strategy for creating independent thinkers and learners.
專題導向學習是讓學生成為獨立的思考與獨立的學習者的關鍵策略。
Children solve real-world problems by designing their own inquiries, planning their learning, organizing their research, and implementing a multitude of learning strategies.
學生藉由設計自己的研究、計畫自己的學習、組織自己的研究、並採用多種的學習策略來解決真實的問題。
Students flourish under this child driven, motivating approach to learning and gain valuable skills that will build a strong foundation for their future in our global economy.
學生藉由專題導向而使得他們獲得有用的技巧，將會成為未來經濟的基礎。

專題導向學習（PBL）是一種以學生為主導，以教師協助的學習方法。
學生追求知識的提問已引起了他們天生的好奇心。
一項專案的源起是一項探究
學生在教師的監督下發展的問題，並在指導下研究。
運用建立專案的方式來說明他的發現並用來與其他人分享。
專題導向的步驟提供有系統的程序來實施研究與專案。
學生的選擇是一個關鍵因素的這種做法。
教師監督每一步的過程，讓學生在進行下一個步驟時，確認學生的方向是對的。
兒童可以選擇類似的調查工作合作，從而培養二十一世紀的合作和溝通技巧，尊重學生的個人學習風格或喜好。
PBL是不是一個補充學習的活動。
他是課程的基礎。
大多數的專題包括閱讀，寫作和數學的本質。
許多調查都以科學為基礎的或來自於當前的社會問題。
專題導向的效果是使學生對主題能更多的了解、更深入的學習、更高層次的閱讀、並提高學習者的動機。
專題導向學習是讓學生成為獨立的思考與獨立的學習者的關鍵策略。
學生藉由設計自己的研究、計畫自己的學習、組織自己的研究、並採用多種的學習策略來解決真實的問題。
學生藉由專題導向而使得他們獲得有用的技巧，將會成為未來經濟的基礎。

有關專題導向引發學生學習動機
Differentiation Provides Intrinsic Motivation
分化提供內在動機
The element of choice is crucial for students’ success.
讓學生選擇是學生成功的關鍵因素。
Differentiation allows students to develop their own interests and pursue deeper learning.
分化允許學生發展自己的興趣和追求更深入的學習。
It also allows students to soar and learn at their own levels.
它還可以讓學生以自己的水準學習及快速的進步。
Students use resources that are appropriate for their individual reading levels and compatible with their technology knowledge.
學生利用合適於其個人閱讀水平資源及適合的技術知識。
One exciting feature provided by this intrinsic motivation is that students will often reach higher and attempt to read more challenging material to glean the information they seek.
專題導向提供一個令人興奮的功能是使學生產生內在動機，而此內在動機往往會使學生達到更高，並嘗試挑戰更高難度的教材，以獲得他們所想要知道的資訊。
It is not unrealistic to suspect that students who are highly motivated will improve their reading abilities as they strive to understand and learn during PBL.
這不是不切實際而令人懷疑，在PBL教學中，當學生想要了解與學習時，學生就會具有高度的動機來改善其閱讀能力。
Doppelt (2003), contends that students’“motivation to learn their discipline and their willingness to work on their projects [for] longer hours indicate that they behave. . . like high achievers” (p. 264).
佩（2003），認為學生“學生有動機來學他所學的科目時，並有意願使用專題導向的方式工作，他們的行為表現就像高度成功的人的表現。（第264頁）。
In another study, attendance was found to be higher in PBL schools (Thomas 2000).
These behaviors have positive effects on learning.
在另一項研究，在出席PBL學校（托馬斯 2000年）的研究中，發現這些行為對學習有正面影響。

The active learning process of PBL takes students’ various learning styles and preferences into account.
在專題導向主動學習過程中，會使學生產生不同的學習風格和偏好。
Students use a range of tools and resources to conduct their research.
學生使用的一系列工具和資源，進行他們的研究。
They also choose individual ways to demonstrate their learning in their final product.
他們也可以選擇個人的方式展示他們的學習的最終成果。
A child who prefers to be reflective may journal his learning in a diary
format to share with peers.
學生可以運用日誌來反思學習的成果，並與其他同學分享。
Others can read the diary and then write responses.
其他人可以閱讀這本日記，然後寫的回應。
A student who thinks in more of an analytic, mathematical way may elect to create a
timeline of events or graph findings to present to his or her audience.
學生可以運用思考進行更深入的分析、用數學的方法可能可以用來解析所建立的事件時間線、或是用圖形來表達其研究發現。
Students also may select their preferred learning environment.
學生也可以選擇自己喜歡的學習環境。
Students may choose to work in a quiet library or a bustling hallway, lying down in the carpet area or sequestered in the cubby area.
學生可以選擇工作在一個安靜的圖書館或繁華走廊，躺在地毯隔離區或在庫比地區。
Children learn somuch about themselves when they are empowered to make their own learning decisions.
對自己的孩子學習做這麼多的時候，他們有權作出自己的學習的決定。
Children will reflect on these choices to ensure they are making the best decisions possible.
孩子們會考慮這些選擇，以確保他們能夠作出最好的決定。
The opportunity to make mistakes is part of the learning process.
有機會犯錯誤是學習過程的一部分。
When we implement PBL,we allow children to discover who they are as learners.
當我們實施 PBL的，我們讓孩子們發現他們是學習者。
They become able to make better choices, whether relating to process, environment, or outcome, which enables them to become more independent and responsible for their own learning.
他們成為能做出更好的選擇，是否與處理，環境，或結果，這使他們變得更加獨立，為自己的學習負責。

Scaffolded instruction ensures success.
搭建鷹架確保教學成功。
Scaffolded instruction refers to the supports provided to students to assist them in making cognitive growth just beyond their reach.
搭建鷹架教學指的是在學生完成任務之前提供支援，協助他們認知的成長。
Students are involved in a discovery process when they first learn the structures of PBL, and they require much support and monitoring.
當學生在PBL剛開始教學時，他們被設定在一個發現的過程，這時他們需要許多的支持與監督。
Scaffolded instruction occurs in PBL when teachers use organizers that aid students in bridging the gaps that exists in knowledge and skill, and it makes the tasks manageable and achievable.
在PBL的教學使用鷹架教學是，教師使用組織的方式，援助學生在彌合存在於知識和技能差距，它使的任務變得可管理和可實現。
As with most supports, scaffolds are temporary, and as the learner gains fluency in the skill, the supports are removed, leading to a self-confident and capable learner.
如同大多數支持，鷹架只是暫時的，當學習者獲得流暢的技能，支持被移除，使學生變成為一個自信，有能力的學習者。

「Project-Based Learning In a Middle School Tracing Abilities Through The Artifacts of Learning」論文評析

其中論文段落
FOUNDATIONS OF PROJECT-BASED LEARNING
Early in the last century, Dewey (1938) and Vygotsky (1962, 1978) encouraged experiential learning, providing the theoretical foundations for project-based learning.
早在上個世紀，杜威（1938）和維果茨基（1962年，1978年）鼓勵學習經驗，提供了理論基礎，為基於項目的學習。
More recently. Brown, GoUins, and Duguid (1989) and Lave (1990) have proposed that learning is contextualized for individuals.
最近。布朗，GoUins和杜吉德（1989年）和Lave（1990）提出，學習是以個人為考量。
Through interactions with the environment, including people and technologies, individuals create meaning.
個人透過與環境中的人及科技的互動而產生具體的意義
As suggested by Vygotsky, the most effective learning environments afford learners personal interest and the opportunity to negotiate meaning from others (Brush & Saye, 2000).
正如維果茨基所建議，最有效的學習環境是依學習者的興趣及讓他有機會從與別人交談中學習到意義(2000）。
Thus, pedagogy that fosters personal interests and interactions with peers, experts, resources, and technologies seems to offer promising alternatives to teacher-centered instruction.
因此，這種教學方法是運用與同事、專家、資源及科技的互動來培養個人興趣，以改善以教師為中心的教學方法。
The principles of project-based learning are observed in other instructional methods and pedagogy, such as project-based science (Blumenfeld et al., 1991; Marx, Blumenfeld, Krajcik, & Soloway, 1997), disciplined inquiry (Levstik & Barton, 2001), open-ended learning environments {Hannafin, Hall, Land, & Hill, 1994; Hannafin, Land, & Oliver, 1999), WebQuests (Dodge, 1995,
1998) and student-centered learning environments {Land & Hannafin, 2000).
專題導向的原理是來自於如科學專題、學科探究、開放的學習環境、WebQuest及以學生為中心的學習環境等的的教學法與教育學。
Grant (2002) defined the common elements across these models for project based learning as (a) an introduction, {b) definition of the learning task, (c) procedure for investigation, (d) suggested resources, (e) scaffolding mechanisms, (0 collaborations, and (g) reflections and transfer activities.
格蘭特（2002）定義了專題導向的共同要素（1）介紹，（2）界定的學習任務，（3）探究的程序，（4）建議的資源，（5）鷹架機制（6）合作，以及（7）反思和形成活動。

「Project-Based Science: Reflections of a Middle School Teacher」論文評析

Abstract
This article describes my experiences using the project-based science approach with 2 groups of seventh-grade students. I explain why I joined 10 veteran teachers and a group of university researchers in an effort to enhance the teaching of science. After identifying the key features of project-based science and describing the content and activities of the 2 project-based science units I taught, I discuss challenges I faced in implementing this approach. Time management presented the greatest difficulty. This included constraints imposed by district curriculum requirements, class period length, planning preparations, technology and telecommunication problems, and unit deadlines. Student collaboration and team cohesiveness also posed problems. I analyze how successfully the implementation of the units exemplified the project-based model. In the final sections I compare the strengths and weaknesses of my project-based and traditional science instruction. I decide that the "dividends" of project-based science are worth the energy and time "investment." However, I believe my students would benefit most from a project-based science approach if it were integrated into a school year punctuated by units of varying length, intensity, and learning styles. After acknowledging the new dimensions of student achievement stimulated by project-based science, I conclude that I could not be satisfied returning to a traditional approach to science teaching.
本文介紹了我的經驗，使用項目為基礎的科學方法與 2組的7年級學生。
我解釋為什麼我加入了10個一組的老教師和大學的研究，努力提高教學的科學。
在確定項目的主要特點為基礎的科學和描述的內容和活動的2項目為基礎的科學單位我教，我將討論我所面臨的挑戰在執行本辦法。
時間管理提出了最大的困難。
這包括由區課程實施的限制規定，上課時間的長度，規劃準備工作，技術和電信的問題，本單位的最後期限。
學生的協作和團隊凝聚力也提出問題。
我分析如何成功的實施，體現了項目單位為基礎的模式。
在最後的部分我比較的優勢和弱點我的項目為基礎的傳統科學教學。
我決定，“紅利”項目為基礎的科學是值得的精力和時間“投資”。
但是，我相信我的學生將受惠最多的項目為基礎的科學方法，如果它被納入一學年留下了單位的不同長度，強度，以及學習方式。
經過確認的新層面的學生成績刺激項目為基礎的科學，我認為我不能滿足恢復到傳統的科學教學方法。