• 沒有找到結果。

運用Blog於師資培育之探討

N/A
N/A
Protected

Academic year: 2021

Share "運用Blog於師資培育之探討"

Copied!
6
0
0

加載中.... (立即查看全文)

全文

(1)

ၮҔ Blog ܭৣၗ୻ػϐ௖૸

݅ഩञ* Ц୯๮** ጰᆢ੿**

*

ᆵύៈ౛஑ࣽᏢਠ **ᄆϯৣጄεᏢࣽᏢ௲ػࣴز܌

kein@ntcnc.edu.tw

sukhua@sciedu.ncue.edu.tw

ᄔा

ҁࣴزᔈҔ Blog ѳᆵࢎᄬр΋ঁჴಞ௲ৣᆛ ၡϸࡘᏢಞޗဂǴᡣჴಞԴৣ೸ၸ Blog ޑ RSSȐ϶ ઠᖄኞᆶु᎙ȑǵCommentȐЎക଑ៜȑ฻фૈ຾ Չ௲ᏢჴಞǵᏤৣჴಞǵՉࡹჴಞϷࣴಞࢲ୏ޑϸ ࡘǴ٠ᙖҗӕᏆޑ࣬ϕ଑ៜǴ௲௤ޑຑ݋ک௢ᙚǴ ᆶдΓჹ၉ϕ୏Ǵයఈૈගϲځ௲ৣ஑཰ޕૈǶୖ ᆶࣴزޑჹຝӅԖ 65 Տჴಞ௲ৣǴ࿶ၸ߈΋ԃޑ ჴࡼǴ่݀ว౜Ǻ(1)ჴಞ௲ৣӧ Blog ว߄ک଑ៜ ޑጇኧԖٿཱུϯ౜ຝǴ(2)ӭኧჴಞ௲ৣ߄Ңӧ Blog ΢ϸࡘǵ଑ៜϷ᎙᠐ӕᏆޑЎകჹځ௲ৣ஑཰ԋߏ ԖᔅշǴ(3)ჴಞ௲ৣᜫཀ٬Ҕ Blog ޑচӢӧܭё аቚ຾஑཰ԋߏϷᕇளԋ൩གǹԶჴಞπբԆ࿛ؒ ԖӭᎩޑਔ໔߾ࢂځؒԖӧ Blog ΢ϸࡘ܈଑ៜޑ ЬाӢનǶ ᜢᗖຒǺჴಞ௲ৣǵBlogǵϸࡘ Abstract

The purpose of this research was to establish a web-based learning community on a blog platform and to examine its influence on practice teachers’ professional development. Blog with RSS, Comment, and Trackback functions, which allows biology practice teachers reflecting on their teaching practice, mentor practice, and administration practice, and interactions with other peoples,. Sixty-five practice teachers, coming from different study levels, were invited to participate in this project. The qualitative and quantitative data, including self-reflection journals, reciprocal feedbacks, and questionnaires, were collected and analyzed.

The major findings are as follows:

1. Participations of the practice teachers on blog reveal obvious difference.

2. Most of the practice teachers claimed that they get support and benefits by reflection on the blog for professional development.

3. One major factor that influences practice teacher reflection on blog is time constraint.

Keyword: The practice teacher, Blog, Reflection

1.

߻ق

ᒿ๱ၗૻޗ཮ਔжޑٰᖏǴ௲ৣᔈ࡭ុόᘐ຾ অǴаᕇளᔈԖޑ௲ᏢޕૈϷ஑཰ԋߏǶฅԶǴҗ ܭᏢਠፐำޑᕷख़ǵ຾ࡋӼ௨ޑᆙ෣ǵаϷᏢਠՉ ࡹޑᕷԆǴ٬ள௲ৣ຾অததӢਔ໔کຯᚆచҹޑ ज़ڋǴԶό৒ܰჴ౜[1]Ƕ߈ԃٰǴҗܭႝတᆛၡࣽ מޑᑫଆǴаႝတࣁύϟޑྎ೯ȐCMCȑ҅ёගٮ ೭ኬޑᐒ཮ǴᔅշࣽᏢ௲ৣ׳ཥ௲Ꮲޕ᛽ǵϩ٦௲ Ꮲ࿶ᡍǵаϷଓ؃ঁΓ஑཰ԋߏޑሡ؃Ƕ೸ၸCMC ޑᇶշǴёаബ೷Ӛᅿ௲ৣ஑཰ᏢಞޗဂǴᡣϩණ ӚӦޑ௲ৣ۶ԜҬඤૻ৲کᕇளЍ࡭Ǵ٠຾Չჹ၉ ϕ୏Ϸϩ٦௲ᏢၗྍǶ࣬ᜢࣴزࡰрǴCMC܌ගٮ ޑᆛၡᏢಞᕉნჹ௲ৣ஑཰ԋߏԖჴሞޑᔅշǴፏ ӵ٬Ҕӕ؁ᆶߚӕ؁૸ፕπڀǴᡣޗဂԋ঩໔຾Չ ૸ፕ[23]ǵҔEmailኗቪϸࡘВᇞ[19]ǵᇙբᆛၡϯ ᐕำᔞਢ[8]฻Ƕՠ೭٤πڀӵEmailǵBBSǵᆛ। ฻܈લЮဂಔϕ୏ǵ܈ϿΑঁΓϯ੝܄ǵ܈ջਔӣ ㎸όܰǶ౜ϞԖ΋ᅿཥᑫޑᆛၡྎ೯πڀBlogǴځ ᙁൂܰᏢܰҔǵϣ৒ջਔ׳ཥǵջਔ଑ៜϕ୏ǵа ٬ҔޣࣁύЈޑ੝ቻ[12]Ǵ҅ёҔٰࡌ࿼௲ৣᏢಞ ޗဂǶBlogࢂ΋ঁweb-basedޑਜቪޜ໔ǴႽࢂВᇞ ΋ኬǴѬёаঁΓޑᆛઠǴΨёаࢂ൳ঁדӕၰӝ ޑΓӅӕϩ٦ǵബբޑӦБ[4] [9]Ƕ ҁࣴز၂๱ஒ Blog ᑼΕৣၗ୻ػፐำύǴᙖа ௖૸ჴಞ௲ৣ٬Ҕ Blog ຾Չϸࡘᆶ଑ៜޑ௃׎ǵ ჹ Blog ޑ࣮ݤǵаϷ٬Ҕ Blog ޑཀᜫǴ׆ఈૈග ٮჴ᛾ޑ࿶ᡍǴբࣁৣၗ୻ػࣴزϐୖԵǶ

2.

Ў᝘௖૸

2.1 CMCᆶ௲ৣ஑཰ԋߏ ܭ҇୯ΐΜᏢԃࡋଆ໒ۈჴಞޑΐԃ΋ೣፐ ำ߯аȨፐำᆜाȩڗжȨፐำ኱ྗȩǴफ़եჹፐ ำჴࡼޑೕጄᆶज़ڋǴаပჴፐำ᚞࿹ϐ௲ػׯॠ ҞޑǴᡣ௲ৣӧೕჄፐำ΢Ԗ׳εޑԾЬޜ໔Ǵ྽ ฅΨҗܭԴৣޑԾЬޜ໔ቚуΑǴ܌аय़ჹޑ௲Ꮲ ୢᚒΨቚуΑǶӢԜǴӧय़ᖏ೭ኬޑׯᡂਔǴ௲ৣ ൩Ѹ໪όᘐӦᏢಞǴкჴ஑཰Ǵωૈଛӝࡹ۬ࡹ฼ ௢୏ׯॠ[1]ǶVan Drielǵ Beijaard ک Verloop ߄ ҢճҔᆛၡᏢಞǴӆу΢ӕᏆ௲ᏤǵӝբԄޑՉ୏ ࣴز฻฻Ǵёа࡭ុቹៜ௲ৣჴ୍ޕ᛽ޑׯᡂǴߦ ຾ ߏ ය ஑ ཰ ԋ ߏ [22] Ƕ Bransford, Brown, ک Cocking ᇡࣁǴࣁගܹ௲ৣ஑཰ޕૈǴځ౛གྷޑᏢ ಞᕉნᔈёа೸ၸၗૻࣽמǴҭջаᆛၡᏢಞޑБ Ԅٰჴ፬ǴᡣϩණӚӦޑ௲ৣёаҬඤૻ৲کᕇள Ѝ࡭Ǵᡣ௲ৣёа຾Չჹ၉ϕ୏Ϸϩ٦௲Ꮲၗྍǵ ϩ٦௲Ꮲ࿶ᡍǴ٠ଓ؃ঁΓޑ஑཰ԋߏ[6]Ƕ ߈൳ԃٰǴၗૻࣽמޑᑫଆǴCMCࣁ௲ৣ஑ ཰ ԋ ߏ ග ٮ ΋ ঁ ཥ ޑ ᕉ ნ Ǵ CMC ࢂ Computer-Mediated CommunicationޑᕭቪǴ៝Ӝࡘ ကǴCMCࢂаႝတࣁ൞ϟޑྎ೯Ǵᙖ๱ႝတᆛၡޑ ໺ᒡس಍Ǵ຾ՉӚᅿ໺ኞޑࢲ୏[20]Ǵځ܌٬Ҕޑ πڀፏӵϦթឯǵႝတ཮᝼ǵႝηແҹᆶၗૻᔠ઩ ฻[18]Ƕ୯ϣѦ֡Ԗ೚ӭၮҔCMCܭৣၗ୻ػޑࣴ زǴࠖՕεᏢӧ1989ԃ൩ς࿶໒ۈ຾Չ΋ঁӜࣁ

(2)

BTCN(Beginning Teacher Computer Network)ޑी

ჄǴᙖҗᆛၡ೯ૻගٮཥ຾௲ৣғࢲϷ௲Ꮲ΢ޑЍ ජ[16]ǹԶҗऍ୯ࣽמ௲ػࣴزύЈȐTechnical

Education Research CenterǴTERCȑ܌ว৖ޑLabNet

൩੝ձӧᆛၡ΢ࣁ௲ৣ໒៘ኧঁόӕᏢࣽޑ૸ፕ ހय़Ǵӵғނ/ғڮࣽᏢǵϯᏢǵނ౛฻ǴᡣٰԾ ऍ୯ӚԀޑ௲ৣૈ೸ၸᆛၡϩ٦۶Ԝޑ௲Ꮲ࿶ᡍ ϷЈள[11]ǶԶך୯୯ࣽ཮ӧΖΜϤԃࡋջ໒ۈ௢ ୏Ȩᇻຯኧ౛௲ৣᇶᏤس಍ࣴزीฝȩ᏾ӝࠠी ฝǴаჴಞ௲ৣޑᇶᏤࣁख़ᗺǴ௖૸ճҔᆛၡᇶᏤ ჴಞ௲ৣޑ௲ᏢǵԋߏϷ຾অǶWang฻Γࣁғނ ࣽ ௲ ৣ ೛ ी ΋ ঁ 5C (Content, Communication,

Collaboration, Community, Constructionism)ޑᆛၡ

ᏢಞᕉნǴୖᆶޣදၹᇡӕ೭ኬޑᕉნჹځ஑཰Ԗ ჴሞޑշ੻[23]Ƕ 2.3 Blogӧৣၗ୻ػ΢ޑၮҔ ၈ӵ΢ॊ܌قǴCMC ޑၮҔࣁৣၗ୻ػפډΑ ΋ঁཥޑБӛǴԶࣴزΨᡉҢǴᙖҗ CMC ޑᇶշǴ ჹ௲ৣޑ஑཰ԋߏዴჴԖᔅշǴόၸ೭٤πڀӵ EmailǵBBSǵᆛ।฻܈લЮဂಔϕ୏ǵ܈ϿΑঁ Γϯ੝܄ǵ܈ջਔӣ㎸όܰǶ1999 ԃ 7 ДԖ΋ᅿཥ ᑫޑᆛၡྎ೯πڀ Blog ໒ۈӧᆛၡ΢ጭۯǴBlog ࢂ΋ঁ web-based ޑਜቪޜ໔ǴႽࢂВᇞ΋ኬǴѬ ࢂ΋ঁ୏ᄊǵ࡭ុಕᑈޑǴѬёаঁΓޑᆛઠǴΨ ёаࢂ൳ঁדӕၰӝޑΓӅӕϩ٦ǵബբޑӦБ [5][9]ǶBlog πڀคፕࢂӧמೌᗋࢂ׎ԄБय़೿ߚ தᙁൂǴѝाၟ๱ࡰҢ؁ᡯᏹբǴࡐ৒ܰ൩ૈຏн ֹԋ΋ঁឦܭԾρޑ Blog ޜ໔[3] [4]Ƕ٬Ҕޣёа όѐ౛཮ᆛၡמೌޑᅥ࿗ᆶค፪ǴΨόѸӢࣁמೌ ΢ޑ਋שܔ๊ௗ᝻ᆛၡǴѝाஒԾρޑ஑ݙΚҔܭ ϣ৒ޑ߄ၲջёǶ೸ၸ Blog πڀ܌ගٮޑวթǵ ೯֋ǵ༼᏾฻фૈǴВᇞࡐ৒ܰጓᒠǵঅׯϷ׳ཥǴ ѝाࡪΠᓯӸǴس಍൩཮Ծ୏׳ཥᆛ।ϣ৒[5]Ƕ ϸࡘࢂߦ຾௲ৣ஑཰ԋߏᆶ୻ᎦԾךᏢಞૈ Κޑख़ाБԄǴԶӧ Blog ΢૶ᒵ௲ᆶᏢޑ܌ளǵ ܌ࡘǴ҅ࢂ΋ᅿϸࡘޑ߄౜[17]Ǵ೸ၸ؂Вޑၗ਑ ᏾౛ᆶਜቪǴόՠ཮ׯ๓ቪբૈΚǴΨ཮ׯ๓ࡘԵ ૈΚǶJacobs ᇡࣁঁΓޑགྷݤ೸ၸ Blog ӧᆛၡ΢ рހǴёаஒځ࿶ᡍ຾Չख़ಔ[15]ǶHiler ᇡࣁ Blog ૈගٮ٬Ҕޣޕ᛽ϩ٦ǵϸࡘᆶ૸ፕϷ຾ՉӝբᏢ ಞޑᕉნ[13]ǶStiler ک Philleo ൩මஒ Blog ၮҔӧ ৣၗ୻ػБय़ǴдॺҔ Blog բࣁ௲ৣኗቪϸࡘВ ᇞޑѳᆵ[21]Ƕ Blog Бᑫ҂ՆǴځᙁൂܰᏢܰҔǵϣ৒ջਔ ׳ཥǵϷϕ୏ޑ੝܄Ǵ҅ёᙖаࡌ࿼΋ঁᕉნߦ຾ ჴಞ௲ৣϸ࣪ࡘԵǴаቚ຾ځ஑཰ޕૈǶ୤Ҟ߻ BlogᔈҔӧ௲ػ΢ޑჴ᛾ࣴز٠όӭǴӧৣၗ୻ػ Бय़׳ࢂϿـǴҁࣴزҾࣰૈᙖԜගٮ΋٤ჴࡼޑ ࿶ᡍаٮୖԵǶ

3.

ࣴزБݤ

3.1ࣴزჹຝ ୖᆶҁࣴزޑჴಞ௲ৣӅԖ 65 ՏǴϩวޑჴ ಞᏢਠၹթӄᆵӚӦǴᏢਠϐ໔ᡂ౦ሥεǴхࡴε ᏢਠǴύࠠᏢਠǴϷλᏢਠǶځύζ܄Ԗ 37 ՏǴ ت܄Ԗ 28 ՏΔӧ୯ύჴಞޑԖ 23 ՏǴଯύޑԖ 41 ՏǵଯπޑԖ 1 ՏǶЬा௲Ꮲჴಞޑԃભࣁ΋ǵΒ ԃભǴ௤ፐࣽҞағނፐ܈Ծฅғࢲᆶࣽמፐำࣁ ЬǴԖϿኧჴಞ௲ৣঋ΢଼நᆶᡏػǵႝတǵӦౚ ࣽᏢǵ୷ᘵނ౛ǵϯᏢ฻ፐำǹӧჴಞය໔٠මᒤ ౛௲Ꮲᢀነǵ஥Ꮲғ଺ࣽ৖ǵჴࡼၗૻᑼΕ௲Ꮲ฻ ࢲ୏Ƕ 3.2ࣴز೛ी 65Տࣴزჹຝܭ 2004 ԃ 7 Дҽ໒ۈϩวԿӚ ୯ଯύᏢਠჴಞǴࣁਔ΋ԃǶჴಞϣ৒ନхࡴԖ௲ ᏢჴಞǵᏤৣჴಞǵՉࡹჴಞǵࣴಞࢲ୏฻Ѥঁ໨ ҞǶჴಞ௲ৣ؂ঁДѸ໪߇ӣৣၗ୻ػᏢਠ຾Չ߇ ਠ০ፋǹ؂΋ঁᏢයჴಞࡰᏤ௲௤཮ډӝբޑჴಞ ᏢਠǴᢀჸჴಞ௲ৣϐ௲ᏢǴᆶ࣬ᜢΓ঩ంፋᕕှ ჴಞ௲ৣޑჴಞ௃ݩǶډΑಃΒᏢයǴჴಞ௲ৣᗋ ा຾Չኳᔕᅩ၂Ϸϩ୔௲Ꮲᢀነ฻ࢲ୏Ǵ٠ௗڙ௲ ௤Ϸၗుӧᙍ௲ৣޑຑղᆶࡌ᝼Ƕҁࣴز٠ගٮᆛ ၡፐำǵӕ؁ᆶߚӕ؁૸ፕфૈǵጕ΢ਢٯᢀነǵ аϷӧ Blog ѳѠǶ 3.3ӧ Blog ΢ϸࡘᆶ଑ៜޑჴࡼБԄϷ฼ౣ ჴಞ௲ৣୖԵৣၗ୻ػი໗܌ᔕुޑਔ໔ ߄Ǵ؂ຼǵ؂Д܈όۓਔஒჴಞЈள૶ᒵӧ Blog ΢Ǵਜቪϣ৒ϩձᇥܴӵΠǺ1.௲ᏢჴಞǺـಞჴ ಞᇶᏤԴৣޑ௲ᏢЈளǵᢀነӕಔჴಞ௲ৣޑ௲Ꮲ Јளǵᢀነڂጄ௲ᏢਢٯЈளǵ௲Ꮲჴಞޑϸ࣪ǵ ௲ᏢीჄޑጓቪǵ௲ᏢೖຎЈளǹ2.ᏤৣჴಞǺᏤ ৣჴಞޑϸ࣪ǹ3.ՉࡹჴಞǺՉࡹჴಞޑϸ࣪ǹ4. ࣴಞࢲ୏Ǻࣴ૸཮Јளǵ߇ਠ০ፋЈளǶࣁቚуჴ ಞ௲ৣϸ࣪ޑԛኧǵගϲځϸࡘޑૈΚᆶቫԛǴך ॺ٬ҔΑаΠޑ฼ౣǺ 1.௨ՉᄦǺଞჹ྽Дӧ Blog ΢ޑЎകኧໆϩձ ٩ଅ᝘ࡰኧǵΓ਻ࡰኧǵϕ୏ࡰኧ฻຾Չ಍ीǴฅ ࡕӧ Blog २।ࡌ࿼௨ՉᄦǴ٠ܭ؂Д߇ਠ০ፋਔ ϒаዛᓰ[2]Ƕ 2.௲௤ϷӕᏆ଑ៜǺ଑ៜࢂ Blog ගٮ๏ჴಞ௲ ৣᆶ௲௤ϷӕᏆ໔ϕ୏ޑπڀǴ׆ఈᙖҗ଑ៜǴϩ ٦Ϸᐟᕏ۶ԜޑགྷݤǴHunter Ϸ Hatton ࡰрǴӕᏆ Ϸ௲௤ޑ೯Κӝբૈᔅշᙍ߻௲ৣගϲځࡘԵૈ Κ[14]Ƕ 3.௢ᙚЎകǺҁѳѠӧ؂΋ጇЎകϣ৒ϐࡕ೛ Ԗ௢ᙚԜЎޑфૈǴᡣჴಞࡰᏤ௲௤ஒϣ৒ၨࣁᙦ ൤ޑϸࡘЎക௢ᙚ๏܌Ԗޑჴಞ௲ৣǴ΋Бय़ᙖа ႴᓰբޣǴ΋Бय़Ψ଺ࣁځд௲ৣኗቪϸࡘЎകϐ ୖԵǶ 4.Ўക᎙᠐ᏔǺࣁΑᡣεৎૈ຾Չջਔ܄ޑ଑ ៜǴࣴزޣ௲Ꮴჴಞ௲ৣॺၮҔ SharpReader ೬ᡏ ௗԏჴಞ௲ৣӧ Blog ΢܌ว߄ޑЎകǴаߡૈջ ਔ܄ޑ຾Չ଑ៜ[3]Ƕ

(3)

5.؂Да email ගᒬჴಞ௲ৣ၀ኗቪϸࡘВ ᇞǴаϷ೯ޕ྽Д಍ी่݀Ϸ௨Չᄦ[2]Ƕ 3.4ࣴزπڀ 3.4.1 BlogѳѠ ҁࣴزࢎ೛΋ঁа phpǵMySQL ࣁ୷ᘵޑ Blog س಍բࣁჴಞ௲ৣϸ࣪ࡘԵޑѳᆵǴϣ֖ RSSȐ϶ ઠᖄኞᆶु᎙ȑǵCommentȐЎക଑ៜȑ฻фૈǴ ؂΋Տჴಞ௲ৣ֡೛࿼Ԗ஑ឦޑ BlogȐӵკ 1ȑǶ კ 1 ჴಞ௲ৣঁΓޑ Blog ހय़Ңٯ (1)኱ᚒ୔Ǻܫ࿼ჴಞ௲ৣ Blog ޑӜᆀǴаϷჹځ ᆛᇞ܌଺ޑඔॊǹҁࣴزќஒଅ᝘ࡰኧȐว߄Ў കᕴኧȑᆶΓ਻ࡰኧȐ଑ៜЎകᕴኧȑ࿼ܭ኱ᚒ ୔Ƕ (2)ϣ৒୔Ǻϣ৒хࡴว߄ВයǵЎകޑ኱ᚒǵբޣǵ ว߄ਔ໔ǵ଑ៜфૈϷ၀ጇЎകޑ଑ៜጇኧ ฻Ƕ (3)ೱ่୔Ǻҗཛྷ൨ЇᔏǵЎക༼᏾ǵЎക୏ᄊǵᆛ ၡၗྍǵՍೱҁᆛઠ฻܌ಔԋǺ a.ཛྷ൨ЇᔏǺԜфૈஒफ़ե᠐ޣ൨פ੝ۓЎക ܌޸຤ޑਔ໔ǴѝाᒡΕ܌ाཛྷ൨ޑᜢᗖӷǴջё வ၀ Blog ύᑔᒧр܌ाཛྷ൨ޑЎകǹ b.Ўക༼᏾ǺϩࣁࡪД༼᏾ᆶϩᜪ༼᏾Ǵҁࣴ زೕۓ؂Տჴಞ௲ৣѸ໪ஒϸࡘЎകϩԋΐᜪǴϩ ձࢂـಞᆶᢀነЈளǵ௲ᏢीჄޑጓቪǵࣴ૸཮Ј ளǵ߇ਠ০ፋЈளǵ௲Ꮲჴಞޑϸ࣪ǵᏤৣჴಞޑ ϸ࣪ǵՉࡹჴಞޑϸ࣪ǵВதԾךϸࡘ૶ᒵǵ௲Ꮲ ೖຎЈள฻Ƕ c.Ўക୏ᄊǺх֖നཥЎകᆶനཥ଑ៜΒ೽ ҽǴس಍೛ۓև౜ന߈ВයޑϖጇЎകǴନΑԖЎ കޑ኱ᚒϷೱ่ѦǴӧനཥ଑ៜ೽ҽᗋԖᡉҢբޣ ޑӜᆀǶ d.ᆛၡၗྍǺೱ่ԿдΓޑBlog ܈ࢂځдᆛઠǶ e.ՍೱҁᆛઠǺᡣ᠐ޣё࿶җ RSS Ϸ Blog Ўക ᎙᠐ᏔȐӵკ 2ȑٰ༊໣ Blog ޑϣ৒Ƕ კ 2 Blog Ўക᎙᠐Ꮤ 3.4.2ӧ Blog ΢຾Չϸࡘޑཀـፓࢗୢڔ ҁࣴزӧჴಞࡕъࢤȐ2005.04.22ȑаȨӧBlog ΢຾Չϸࡘޑཀـፓࢗȩୢڔٰᕕှୖᆶޑჴಞ௲ ৣჹӧBlog΢ኗቪϸࡘВᇞޑ࣮ݤǴୢڔϣ৒Ьा х֖ѤঁӛࡋǴӧBlog΢຾Չϸࡘჹჴಞ௲Ꮲ ޑᔅշȐ10ᚒȑǵӧBlog΢຾Չ଑ៜჹჴಞ௲ ᏢޑᔅշȐ10ᚒȑǵ᎙᠐ӕᏆޑBlogЎകჹჴಞ ௲ৣޑᔅշȐ7ᚒȑǵаϷჴಞ௲ৣ٬ҔBlogޑ ཀᜫȐ17ᚒȑǴୢڔ߃ዺֹԋࡕǴҗၗు௲ৣϷৣ ၗ୻ػ஑ৎଞჹᚒҞϣ৒ϷЎӷ௶ॊ຾Չቩਡᆶ অׯǴаࡌҥϣ৒ਏࡋȐContent validityȑᆶ߄य़ ਏࡋȐFace validityȑǴ٠࿶΋ӆঅׯࡕωۓዺǶ 3.5ၗ਑ޑԏ໣ᆶϩ݋ ҁࣴزࢂаԏ໣ໆϯޑၗ਑ࣁЬǴх֖ୢڔ่ ݀ǵ2004-08-14 ډ 2005-04-21 ΖঁӭД 253 Ϻٰ ჴಞ௲ৣӧ Blog ΢ϸࡘϷ଑ៜޑጇኧǴϩձ٩ঁ ΓǵДҽϷჴಞ໨Ҟว߄௃ݩϒа಍ीǴ಍ीޑᡂ ໨ۓကӵΠǺ1.ଅ᝘ࡰኧǺჴಞ௲ৣܭ Blog ΢ว߄ Ўകޑጇኧǹ2.ϕ୏ࡰኧǺଞჹӕᏆӧ Blog ΢܌ว ߄Ўക຾Չ଑ៜޑጇኧǶ

4.

ࣴزว౜

ҁ࿯൩಍ीϩ݋่݀٩ჴಞ௲ৣӧ Blog ΢ޑ ϸࡘ௃׎ǵჹӧ Blog ΢຾Չϸࡘޑ࣮ݤаϷځቹ ៜӢન຾ՉᇥܴǶ 4.1 ჴಞ௲ৣӧ Blog ΢ޑϸࡘ௃׎ 4.1.1வ᏾ᡏޑ಍ीኧӷ࣮ଅ᝘ࡰኧǵϕ୏ࡰኧ җ߄ 1 ёޕǴӧଅ᝘ࡰኧБय़Ǵ253 Ϻаٰჴ ಞ௲ৣᕴӅว߄Α 2379 ጇЎകǴѳ֡؂Γࣁ 36.6 ጇǴѳ֡؂Ϻว߄ 14.6 ጇǴ؂Γѳ֡؂ϖϺว߄΋ ጇЎകǶঁΓനӭޑၲ 122 ጇǴനϿޣ߾໻ቪ΋ጇǶ Կܭϕ୏ࡰኧ೽ҽǴӅ଑ៜ 712 ጇǶѳ֡؂Γ຾Չ ଑ៜޑጇኧࣁ 10.95 ጇǴѳ֡؂ϺԖ 4.37 ጇǴ؂Γ εऊ 15 Ϻω຾Չ΋ԛޑ଑ៜǴനӭޣࣁ 82 ጇǴന Ͽޣ߾ࣁ 0 ጇǶ ߄ 1 ჴಞ௲ৣଅ᝘ࡰኧǵϕ୏ࡰኧ಍ी߄ ᕴک ѳ֡ ؂Γ ѳ֡ ؂Ϻ ؂Γ ؂Ϻ ঁΓനӭጇኧ ঁΓനϿጇኧ ଅ᝘ࡰኧ Ȑว߄ጇኧȑ 2379 36.60 14.60 0.22 122 1

(4)

ϕ୏ࡰኧ Ȑ଑ៜጇኧȑ 712 10.95 4.37 0.07 82 0 ຏǺჴಞ௲ৣΓኧ 65 ՏǴӄ೽ਔำࣁ 253 ϺȐ93.08.14-94.04.21ȑ 4.1.2வДҽޑ಍ीኧӷ࣮ଅ᝘ࡰኧǵϕ୏ࡰኧ வ 2004-08-14 ډ 2005-04-21 ΖঁӭД 253 Ϻ ٰǴѳ֡؂ঁДว߄ 297 ጇǴவӚД಍ी่݀Ȑკ 3ȑǴךॺ཮ว౜ନΑ 2004 ԃޑ 12 ДϷ 2005 ԃޑ 3ǵ4 Дեܭѳ֡ॶ 297 ጇѦǴځᎩ֡ӧѳ֡ॶϐ ΢Ǵځύа 2005 ԃޑ 2 Дҽጇኧനӭ 395 ጇǴ3 Дጇኧ߾നϿǴ໻ 135 ጇǶԶӧϕ୏ࡰኧБय़Ǵჴ ಞ௲ৣჹӕᏆЎകޑ଑ៜጇኧࣁ 712 ጇǴа؂ঁД ѳ֡ॶࣁ 89 ጇٰ࣮Ȑӵவკ 3ȑǴ2005 ԃޑ 2ǵ3ǵ 4Дޑ଑ៜጇኧܴᡉեܭѳ֡ॶࣗӭǴ੝ձࢂ 2005 ԃޑ 3ǵ4 Дҽϩձ໻ 16ǵ12 ጇǶ ޢִಥ᣸Εյ೯ਐᑇڴᒵቹ ˆ˅ˉ ˆ˃˃ ˆˌ˄ ˅ˇˆ ˆ˄ˉ ˆˌˈ ˄ˆˈ ˅ˊˆ ˄˅ˇ ˄ˆ˄ ˄ˊ˃ ˄˃˄ ˄˄ˉ ˇ˅ ˄ˉ ˄˅ ˃ ˅˃˃ ˇ˃˃ ˉ˃˃ ԰ִ Լִ Լԫִ ԼԲִ ցִ Բִ Կִ ؄ִ ಥ᣸ਐᑇ յ೯ਐᑇ კ 3 ؂Дଅ᝘ࡰኧǵϕ୏ࡰኧϩѲკ 4.1.3வჴಞ໨Ҟޑ಍ीኧӷ࣮ଅ᝘ࡰኧǵϕ୏ࡰኧ ऩ٩ჴಞ໨Ҟϒа಍ीȐӵკ 4ȑǴӧଅ᝘ࡰኧ Бय़Ǵа௲Ꮲჴಞ՞നӭጇኧǴ942 ጇ՞ᕴኧΟϩ ϐ΋மȐ40%ȑǴᏤৣǵՉࡹჴಞϷࣴಞࢲ୏ޑϸ ࡘጇኧ߾Ӛ՞ 20%ѰѓǹԶϕ୏ࡰኧΨࢂа௲Ꮲჴ ಞ՞ӭኧǴ305 ጇ՞ᕴኧ 43%ǴჹࣴಞЎകޑ଑ៜ ߾നϿǴ໻ 75 ጇ՞ 11%Ƕ ٺኔ฾ႈؾհಥ᣸ਐᑇፖյ೯ਐᑇอૠቹ ˇˋˊ ˈ˃ˇ ˆ˃ˈ ˅˃ˋ ˄˅ˇ ˊˈ ˌˇ˅ ˇˇˉ ˃ ˅˃˃ ˇ˃˃ ˉ˃˃ ˋ˃˃ ˄˃˃˃ ඒᖂኔ฾ ᖄஃኔ฾ ۩ਙኔ฾ ઔ฾ ಥ᣸ਐᑇ յ೯ਐᑇ ᒧᑇ კ 4 ჴಞ໨Ҟϐଅ᝘ࡰኧǵϕ୏ࡰኧϩѲკ а΢่݀ᡉҢǴჴಞ௲ৣϐଅ᝘ࡰኧǵϕ୏ࡰ ኧǴคፕࢂӧঁΓǵДҽǵჴಞ໨Ҟޑ಍ी่݀֡ Ԗٿཱུϯޑ౜ຝǶ Πٯࣁჴಞ௲ৣаόᆀᙍޑ௲ৣࣁ኱ᚒჹԾ ρؒԖਔ໔ഢፐޑՉࣁ຾ՉϸࡘǺ September 04, 2004όᆀᙍޑԴৣ ϞϺΞԆΑ΋᏾ϺǴတύੌ౜Α΋ঁୢᚒǺך೭ሶӦԆǴ ਥҁؒޜഢፐǶٗᏢғޑڙ௲៾ࢂց೏۹ຎΑǻ ೭ࢂϞϺ΋ޔዬ௽ӧךတύޑୢᚒǴӕځдჴಞԴৣ૸ ፕǴдΨࢂԖ࣬ӕޑᅪୢౢғǶ ځჴךԾρమཱ೭΋ຼޑ΢ፐϣ৒ǴਥҁࢂࡐৡࠂޑԴৣ ω཮բޑ٣Ǵӵ݀ፐ߻ԖΜϩᅿᡣךྗഢǴ൩၀ୂઢΑǴ೭΋ ຼǴ೿ࢂډΑፐ୸ፎᏢғۺፐЎޑਔংǴωᄬࡘ΢ፐޑϣ৒Ƕ ୯΋Ծฅޑಃ΋കࢂᖱӦౚཷំǴ۩ӳ΢ᏢයԖঅӦౚࣽ ᏢǴᗋԖᗺӑຝǴӆᗺᆚ΋٤ӦࣽԴৣ৊ҥύा؃ךॺ᠐ޑ൳ ҁਜϣ৒ǴᗋёаᡣᏢғ᠋ޑԖ፪ǴΨ૸ፕޑࡐ዗ਗ਼Ƕ όၸǴيࣁ঑ԴৣࢂόёаҔԆ࿛ٰ྽բ۹ຎᏢғڙ௲៾ ޑᙖαǴٰ࣮೭ࢃයВளӳӳྗഢ΋ΠΠຼޑ΢ፐϣ৒៷Ǽ 4.2ӧ Blog ΢ኗቪϸࡘВᇞޑ࣮ݤ ȨӧBlog΢຾ՉϸࡘޑཀـፓࢗȩୢڔǴ65 ჴಞ௲ৣԖ62Տ༤เǴୢڔӣԏ౗ࣁ0.95Ƕࣴزޣ ଞჹୢڔ಍ी่݀ǴᘜયځჹӧBlog΢ኗቪϸࡘВ ᇞޑᢀགǴаࣁࡕុࣴزϐୖԵǶаΠϩॊϐǺ 4.2.1ӧ Blog ΢຾Չϸࡘჹჴಞ௲ৣޑᔅշ ୢڔ่݀Ȑ߄ 2ȑךॺว౜Ǵε೽ҽޑჴಞ௲ ৣᇡӕӧ Blog ΢຾Չϸࡘёаϩ٦Ծρޑ࿶ᡍϷ གྷݤȐ໨Ҟ 1Ǵ89%ȑǵёаᕕှдΓޑᢀᗺᆶբ ݤȐ໨Ҟ 2Ǵ81%ȑǵёаᕇளჴಞࡰᏤ௲௤ǵӕ Ꮖޑࡌ᝼ǵႴᓰᆶЍ࡭Ȑ໨Ҟ 3Ǵ59%ȑǹόၸд ॺΨᇡࣁ໻໻ኗቪϸࡘВᇞ٠όىаዂమԾρޑ ௲Ꮲ౛ۺ(໨Ҟ 8Ǵ35%)ǵΨόᇡࣁёаख़ಔჴಞ ޑ࿶ᡍ(໨Ҟ 9Ǵ30%)ǵΨคݤᡣ౛ፕᆶჴሞ࿶ᡍ ૈ୼࣬ϕӑ᛾(໨Ҟ 10Ǵ24%)ǶаΠࢂჴಞ௲ৣӧ ໒ܫ܄ୢڔ܌߄ၲޑ࣮ݤǺ T5Ǻࢂঁջਔёа૶ᒵᆶϸ࣪ޑᐒ཮ǴΨ฻ܭӧᔅշԾ ρӣ៝Ծρޑ௲Ꮲ܈ࢂ࿶ᡍǶ T9ǺעԾρޑჴಞғࢲϦ໒...ΨޕၰځдΓޑჴಞВᇞ.. ԖӕՃӅᔮޑག᝺ T15Ǻ೸ၸϸ࣪ёа׳ΑှԾρ ߄ 2 ӧ Blog ΢຾Չϸࡘჹჴಞ௲ৣޑᔅշ ໨Ҟ %(n=62) n=62 1.ϩ٦Ծρޑ࿶ᡍϷགྷݤ 89 2.ᕕှдΓޑᢀᗺᆶբݤ 81 3.ᕇளჴಞࡰᏤ௲௤ǵӕᏆޑࡌ᝼ 59 4.ගٮ௲ᏢБݤǵ੤ભ࿶ᔼ฻ޑୖԵ 56 5.ᕇளႴᓰᆶЍ࡭ 52 6.ᕕှӕᏆޑ୏ᄊǴᖄ๎ག௃ 50 7.ׯ຾Ծρ௲Ꮲޑલᗺᆶמѯ 46 8.ዂమԾρޑ௲Ꮲ౛ۺ 35 9.ёаख़ಔჴಞޑ࿶ᡍ 30 10.ᡣ౛ፕᆶჴሞ࿶ᡍૈ୼࣬ϕӑ᛾ 24 4.2.2 ӧBlog΢຾Չ଑ៜჹჴಞ௲ৣޑᔅշ வ߄ 3 ёޕǴ๊ε೽ҽჴಞ௲ৣჹ܌ӈޑ 10 ঁ໨Ҟ֡߄ᇡӕǴᇡࣁ௲௤܈ӕᏆޑ଑ៜԖշܭ ךޑ௲ৣ஑཰ԋߏ(໨Ҟ 1Ǵ98%)ǵ௲௤܈ӕᏆޑ଑ ៜૈߦ຾ך׳ు΋ቫޑϸࡘ(໨Ҟ 2Ǵ97%ǹ໨Ҟ 4Ǵ 95%)ǵ௲௤܈ӕᏆޑ଑ៜૈႴᓰך׳ᜫཀϸࡘ(໨ Ҟ 3Ǵ96%ǹ໨Ҟ 5Ǵ95%)฻Ǵӧ໒ܫ܄ୢᚒύǴ ჴಞ௲ৣჹ௲௤܈ӕᏆޑ଑ៜගраΠ࣮ݤ: T47Ǻૈගᒬךॺᢀ࣮ӳޑЎകǴ֎ڗձΓޑ࿶ᡍ. T10ǺࡰᏤ௲௤ޑ଑ៜගٮךӆ࣪ࡘޑཥଆᗺǴӢࣁך ཮߳ज़ӧԾρޑགྷݤ΢Ƕ T43Ǻ ჴ ಞ ࡰ Ꮴ ௲ ௤ ޑ଑ៜёаᡣԾρ׳຾΋؁ޑϸ ࡘǴԖਔংᗋёаว౜ԾρؒԖགྷډޑቫय़

(5)

T44ǺԴৣॺޑ଑ៜ۳۳཮΋ᇟϪύाᗺǴගٮך׳຾΋ ؁ޑϸ࣪ ߄ 3 ӧ Blog ΢຾Չ଑ៜჹჴಞ௲ৣޑᔅշ ໨Ҟ % (n=62) 1.௲௤܈ӕᏆޑ଑ៜԖշܭךޑ௲ৣ஑཰ԋߏ 98 2.ӕᏆޑ଑ៜૈߦ຾ך׳ు΋ቫޑϸࡘ 97 3.௲௤ޑ଑ៜૈႴᓰך׳ᜫཀ຾Չϸࡘ 96 4௲௤ޑ଑ៜૈߦ຾ך׳ు΋ቫޑϸࡘ 95 5.ӕᏆޑ଑ៜૈႴᓰך׳ᜫཀ຾Չϸࡘ 95 6.ך׆ఈךޑЎകૈளډձΓޑ଑ៜ 95 7.ך཮ᝩុόᘐӦჹځдӕᏆޑЎക຾Չ଑ៜ 89 8.೸ၸ଑ៜૈቚ຾ךᆶӕᏆ໔ޑϕ୏ 86 9. Blog܌ගٮޑջਔ଑ៜфૈࡐԖҔ 84 10.ך഻៿ჹӕᏢޑ Blog ຾Չ଑ៜ 74 4.2.3᎙᠐ӕᏆޑBlogЎകჹჴಞ௲ৣޑᔅշ Ԗΐԋа΢ޑჴಞ௲ৣޭۓ᎙᠐ӕᏆ Blog Ў ക܌ౢғޑਏ੻Ǵவ߄ 4 ёޕǴჴಞ௲ৣΜϩᇡ ӕ᎙᠐ӕᏆޑ Blog Ўകૈᔅշך׳ᕕှձΓޑᢀ ᗺȐ໨Ҟ 1Ǵ100%ȑǵԖշܭዂమԾρޑ௲Ꮲ౛ۺ Ȑ໨Ҟ 2Ǵ98%ȑǵԖշܭךޑ௲ৣ஑཰ԋߏȐ໨Ҟ 3Ǵ97%ȑ฻ǶԖჴಞ௲ৣ൩߄ҢǺ T13ǺёаޕၰӕᏆၶډϙሶୢᚒǴаϷှ،БݤǶ T61ǺёаᢀነձΓޑᏢಞၸำǶ ߄4 ᎙᠐ӕᏆޑBlogЎകჹჴಞ௲ৣޑᔅշ ໨Ҟ %(n=62) 1.ૈᔅշך׳ᕕှձΓޑᢀᗺ 100 2.ԖշܭዂమԾρޑ௲Ꮲ౛ۺ 98 3.Ԗշܭךޑ௲ৣ஑཰ԋߏ 97 4.ૈߦ຾ך׳ు΋ቫޑϸࡘ 96 5.ૈႴᓰך׳ᜫཀ຾Չϸࡘ 94 6ૈቚ຾ךᆶӕᏆ໔ޑϕ୏ 93 7.Ԗշܭׯ຾Ծρ௲Ꮲޑલᗺ 90 4.3ჴಞ௲ৣ٬Ҕ Blog ޑཀᜫ வ಍ी่݀ύȐ߄ 1ǵკ 3ǵკ 4ȑךॺว౜Ǵ ჴಞ௲ৣঁΓ܌ว߄Ϸ଑ៜޑЎകጇኧǵаϷ؂Д ಍ीǵჴಞ໨Ҟ಍ीޑ่݀֡Ԗٿཱུϯޑ౜ຝǴԶ வୢڔ่݀Ȑ߄ 5ȑךॺεठёаᕕှࢂցёаቚ ຾஑཰ԋߏޑᐒ཮Ȑ໨Ҟ 1Ǵ61%ȑǵаϷࢂցё аᕇளԋ൩གȐ໨Ҟ 2Ǵ55%ȑࢂჴಞ௲ৣᜫཀ٬ Ҕ Blog ޑख़ाচӢǹԶ Blog ᏹբ؁ᡯࢂցᙁൂȐ໨ Ҟ 7Ǵ15%ȑǵჹԾρ஑཰ޕ᛽ࢂցԖߞЈȐ໨Ҟ 8Ǵ15%ȑ߾όࢂځЬाԵቾޑӢનǶԿܭόᜫཀ ٬Ҕ Blog ޑচӢ๊εӭኧࢂӢࣁჴಞπբԆ࿛ؒ ԖӭᎩޑਔ໔Ȑ໨Ҟ 1Ǵ79%ȑǵԶόޕၰाቪ٤ ϙሶȐ໨Ҟ 2Ǵ29%ȑΨࢂচӢϐ΋Ǵՠόགྷᆶд Γϩ٦Ȑ໨Ҟ 9Ǵ2%ȑǵલЮᗦஏ܄Ȑ໨Ҟ 8Ǵ5%ȑǵ ؒԖϸࡘޑಞᄍȐ໨Ҟ 7Ǵ10%ȑ฻Ǵ߾όቹៜჴ ಞ௲ৣ٬Ҕ Blog ޑཀᜫǶ ߄ 5 ᜫཀ٬Ҕ Blog ޑচӢ ໨Ҟ (n=62) % 1.ஒԾρޑགྷݤᆶдΓҬࢬǴёаቚ຾஑཰ԋߏޑᐒ཮ 61 2.ϩ٦ჴಞ࿶ᡍᆶЈள܌ᕇளޑԋ൩གǴᡣך኷ܭϩ٦ 55 3.ӧ Blog ΢຾Չϸࡘёаᡣךख़ಔჴಞޑ࿶ᡍ 39 4.׆ఈૈᕇளჴಞࡰᏤ௲௤ǵӕᏆޑ଑ៜ 37 5.ाӃϩ٦ԾρޑϸࡘЈளǴձΓω཮ᜫཀϩ٦ 23 6.ӭϩ٦Ծρޑޕ᛽Ǵૈᡣךᕇள׳ӭޑ϶ፉ 19 7.Blogޑᏹբ؁ᡯࡐᙁൂǴᡣך኷ܭ຾Չϸࡘᆶϩ٦ 15 8.ჹԾρޑ஑཰ޕ᛽ڀى୼ޑߞЈ 3 ߄ 6 όᜫཀ٬Ҕ Blog ޑচӢ ୢڔ໨Ҟ %( n=62) 1.ჴಞπբԆ࿛ؒԖӭᎩޑਔ໔ 79 2.όޕၰाቪ٤ϙሶ 29 3.΢ᆛόБߡ 19 4.ቪΑΨό཮ளډӕᏆ܈ৣߏޑ଑ៜ 18 5.܂ϸࡘޑϣ৒ό୼Нྗ 18 6.ၟεৎόዕǴόӳཀࡘ߄ၲԾρޑགྷݤ 15 7.ؒԖ຾Չϸࡘޑಞᄍ 10 8.ӧ Blog ΢຾ՉϸࡘલЮᗦஏ܄ᆶ୓Ӝޑфૈ 5 9.όགྷᆶдΓϩ٦ԾρޑჴಞЈள܈གྷݤ 2

5.

่ፕ

ϸ࣪ࡘԵё٬௲ৣԖૈΚѐϩ݋ǵᔠຎᆶׯ຾ ௲Ꮲჴ୍[7]ǹӢԜҁࣴز჋၂ஒ Blog ่ӝӧჴಞ ௲ৣޑ୻ػीჄϐύǴ׆ఈᙖҗϸࡘВᇞޑኗቪǴ ߦ຾ځ஑཰ޕૈޑԋߏǴ࿶ၸ߈΋ԃޑჴࡼǴε೽ ҽჴಞ௲ৣ೿΋ठޭۓӧ Blog ΢຾Չϸࡘᆶ଑ៜ ჹځ௲ৣ஑཰ޕૈԖ΋ۓำࡋޑᔅշǶ ࣴز่݀ᡉҢǴჴಞ௲ৣӧ Blog ΢ว߄Ўക ܈଑ៜጇኧԖٿཱུϯ౜ຝǶٿཱུϯ౜ຝࡰޑࢂԖ΋ ೽ҽΓᇡ੿ᑈཱུӦୖᆶࡋ૸ፕǴԶќ΋೽ҽΓ߾ࢂ όୖᆶ܈ཱུϿୖᆶ૸ፕ[10]Ƕவ಍ी่݀ᡉҢǴӧ ঁΓБय़Ǵჴಞ௲ৣϸࡘጇኧനӭޣࣁ 122 ጇǴന Ͽޣ໻ 1 ጇǹ଑ៜനӭޣࣁ 82 ጇǵനϿޣࣁ 0 ጇǹ ӧДҽБय़ǴൂДว߄ᕴጇኧനଯࣁ 395 ጇǴԶന եޣࣁ 135 ጇǹԶൂД଑ៜᕴጇኧനଯࣁ 170 ጇǴ Զനեޣ໻ 12 ጇǹ൩ჴಞ໨Ҟٰ࣮Ǵϸࡘᆶ଑ៜ ޑขᗺӭ໣ύӧ௲ᏢჴಞǴϩձࣁ 942 ጇϷ 305 ጇǴ࣬ၨϐΠᏤৣჴಞ 446 ጇϷࣴಞ 75 ൩ᡉளК ၨϿǶ வୢڔ่݀ёޕǴε೽ҽޑჴಞ௲ৣޭۓӧ Blog຾Չϸࡘᆶ଑ៜǴჹԾρԖࡐεޑᔅշǴፏӵ ёаϩ٦ԾρޑགྷݤǵᢀነдΓޑբݤǹ࿶җ௲௤ ϷӕᏆޑ଑ៜૈߦ຾Ծρ׳ు΋ቫޑϸࡘ฻ǹჴಞ ௲ৣΨ߄Ң೭٤ᔅշനಖჹځ௲ৣ஑཰ԋߏԖ࣬ ྽εޑշ੻ǶԶჴಞ௲ৣᜫཀ٬Ҕ Blog ޑচӢӧ ܭёаቚ຾஑཰ԋߏϷᕇளԋ൩གǹԶჴಞπբԆ ࿛ؒԖӭᎩޑਔ໔߾ࢂځؒԖӧ Blog ΢ϸࡘ܈଑ ៜޑЬाӢનǶ ҁࣴز߃ԛ٬ҔBlogܭჴಞ௲ৣޑ୻ػǴԖ೚ ӭࡑׯ຾ϐೀǴ૟ᇥܴӵΠǺ 1.уமBlogЎക᎙᠐ᏔӵSharpReaderޑ٬ҔǺჴಞ ௲ৣ߄ҢӢࣁჴಞұՔϼӭΑǴόёૈ຾ډ؂΋ ՏұՔޑBlogᆛ।ᢀ࣮ЎകǴЪคݤளޕ߈යว ߄ޑനཥЎകǴ܌аόགྷ຾Չϸࡘ܈଑ៜǴҗԜ ёޕǴBlogޑЎക᎙᠐ᏔޑфҔ٠ؒԖкϩӦ೏ ၮҔǴӢԜӧϟಏԜ೬ᡏਔەᡣჴಞ௲ৣჴሞӼ

(6)

းᆶᏹբǶ 2.ᗎፎၗు௲ৣуΕ଑ៜޑՉӈǺჴಞ௲ৣ߄Ң௲ ௤܈ӕᏆޑ଑ៜԖշܭ௲ৣ஑཰ԋߏǵߦ຾׳ు ΋ቫޑϸࡘǴՠჴಞ௲ৣΨϸࢀӧBlog΢܌ว߄ ޑЎകؒૈளډҥջ܄ޑӣ㎸Ǵ΋БߡࢂӢࣁӕ Ꮖॺִؒ๓ၮҔsharpreaderǴ΋Бय़߾ࢂ௲௤ॺ ௲ᏢϷࣴزπբᕷԆǴӢԜऩૈᗎፎӭՏၗు௲ ৣ຾Չջਔ܄ޑ଑ៜǴό໻ёаଞჹ᝼ᚒ๏ϒዂ మǵှញᆶЇᏤǴаߦ຾ჴಞ௲ৣϸ࣪ࡘԵޑు ࡋǴΨё྽Πှ،ځჴಞ΢܌ၶډޑୢᚒǴ׳ё ቚமځӧBlog΢ϸࡘޑཀᜫǶ

ୖԵЎ᝘

[1]Ц୯๮Ƕ(2004)ǶࣽᏢ௲ػࣴزԋ݀ᔈҔ௢ቶी ฝǺࣽᏢ௲ৣޑ஑཰ޕૈɡғނ௲ৣ௲Ꮲ஑཰ ޕૈᆶ஑཰ԋߏǶՉࡹଣ୯ৎࣽᏢہ঩཮ံշ ஑ᚒࣴزीฝԋ݀ൔ֋Ƕ [2]ڬᓪᗶǵЦඵ϶Ƕ(2003)Ƕӄౚ๮Γޕ᛽ᆅ౛௢ ୏ჴ୍ǴጰਁܱЬጓǴ414-419 [3]᛬ҥڐǶȐ2003ȑǶBlog೽ပ਱ጕ΢рހ.ᆛၡВ ᇞჴբǶᆵчѱǺ΢ڻࣽמǶ

[4]Ashley, C. WeBlogs, part II: A Swiss Army website? Berkeley Computing & Communications, Volume 12, Number 1. 2002.

[5]Ashley, C. WeBlogging: Another kind of website,

Berkeley Computing & Communications, Volume 11, Number 4. 2001.

[6]Bransford, J.D., Brown, A. L., & Cocking, R. R. (Eds.). How People Learn: Brain, Mind, Experience, And School (expanded.). Washington, D.C.: National Academy Press, 2000.

[7]CalderheadǴ J. & Gates Ǵ P. Ȑ Ed. ȑ

Conceptualizing reflection in teacher development. LondonǴ The falmer Press ,1993.

[8]Chang, C. C. A study on the evaluation and effectiveness analysis of web-based learning portfolio (WBLP). British Journal of Educational Technology, Vol. 32, No. 4, 435–458, 2001. [9]Clyde, A. Shall we Blog? Teacher Librarian, 30(1),

44-46, 2002.

[10]Collison, G., Elbaum, B., Haavind, S., & Tinker, R. Facilitating online learning: Effective strategies for moderators. Madison, WI: Atwood

Publishing, 2000.

[11]DiMauro, V. & Jacobs, G. Collaborative electronic network building. Journal of

Computers in Mathematics and Science Teaching, 14, 119–131, 1995.

[12]Ferdig, R. E. & Trammell, K. D. Content delivery in the 'Blogosphere'. Technological Horizons in

Education Journal, February. [Verified 17 May

2005]

http://www.thejournal.com/magazine/vault/articl eprintversion.cfm?aid=4677, 2004.

[13]Hiler, J. Blogs as disruptive tech: How Weblogs are flying under the radar of the content

management giants. [Verified 16 May 2005] http://www.webcrimson.com/ourstories/Blogsdisr uptivetech.htm, 2002.

[14]Hunter, J., & Hatton, N. Approaches to writing of cases: Experiences with preservice master of teaching students. Asia-Pacific Journal of

Teacher Education, 26, 235-246, 1998.

[15]Jacobs, J. Communication over exposure: The rise of blogs as a product of cybervoyeurism. In Hatcher, C., J. Jacobs & T. Flew (Eds),

Australian and New Zealand Communication Association Conference Proceedings, Brisbane.

[Verified 16 May 2004] http://www.bgsb.qut.edu.au/conferences/ANZCA

03/Proceedings/papers/jjacobs_full.pdf, 2003. [16]Merseth, K.K. Supporting beginning teachers

with computer networks. Journal of Teacher

Education, 42, 140–147, 1991.

[17]Oravec, J. Bookmarking the world: Weblog applications in education. Journal of Adolescent

and Adult Literacy, 45(7), 616-621, 2002.

[18]Rapaport, M. Computer Mediated Communications. New York: John Wiley & Sons. Chapters 2-5, pp. 25-111, 1991.

[19]Russett, J. Using telecommunication with perservice teachers. Journal of Computers in

Mathematics and Science Teaching, 14Ȑ1/2ȑ,

65-75, 1995.

[20]Steinfield, C. W. Computer-mediated communication in an organizational setting: Explaining task-related and socioemotional uses. In M. I. McLaughlin (Ed.), Communication

Yearbook, 9 (pp. 777-804). Newbury Park, CA:

Sage, 1986.

[21]Stiler, G. M. & Philleo, T. Blogging and Blogspots: An alternative format for encouraging reflective practice among pre-service teachers. Education, 123(4), 789-797, 2003.

[22]Van Driel, JH, Beijaard, D., & Verloop, N. Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science

Teaching, 38, 137-158, 2001.

[23]Wang, K. H., Huang, S. C., Chang, W. H., Lin, S. H., & Lee, S. W. Design and Implementation of a Web-based Environment to Support Biology Teacher Professional Development in Taiwan.

Paper present at the National Association for Research in Science Teaching, New Orleans,

參考文獻

相關文件

• The practice aspect refers to “the leadership practice arisen through the interaction of leaders, followers and context” (Spillane, 2004:10–11;

……新羅使節到唐長安 89 次,阿拉伯大食使節進入長安 41 次,林邑 24 次,日本 遣 唐使 14 次,真臘(音:立)11 次,師子國

(2) Buddha used teaching of dharma, teaching of meaning, and teaching of practice to make disciples gain the profit of dharma, the profit of meaning, and the profit of pure

九日山位於泉州城西南安市旭(音:沃)山村,以風景秀美、古蹟眾多而聞 名,最突出和最珍貴的是摩崖石刻,現僅存北宋至清代摩崖石刻 75

南宋紹興二十五年(公元 1155 年),從占城運進泉州的商品僅香料一項就有 七種。據相關研究,紹興三十二年(公元 1162

 無線射頻識別 (Radio Frequency Identification, RFID) 系統近年來越來越普及,應用範圍如供

This painting inspired me to explore personal styles for my self-portrait, or the characteristics that represent myself in my work, so that people will feel the work is unique and

• A formal usage policy and procedures should be in place, and appropriate security measures should be adopted to protect against the risks of using mobile computing and