教育學院

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教育學院成立於民國44年6月5日，時值臺灣省立師範學院改制為臺灣省立師範大學，初設教育、社會教育、體育衛生教育、家政教育、工業教育五個學系，發展迄今，本院共設有7個學系（均含學士、碩士及博士班）、5個獨立研究所、1個院級在職碩士專班。

本院為國內歷史最久之教育學院，系所規模、師資，及學生品質向為國內首屈一指，培育英才無數，畢業校友或擔任政府教育行政單位首長及中堅人才、或為大學校長及教育相關領域研究人員、或為國內中等教育師資之骨幹、或投入民間文教事業相關領域，皆為提升我國教育品質竭盡心力。此外，本學院長期深耕學術，研究領域多元，發行4本 TSSCI 期刊，學術聲望備受國內外學界肯定，根據 2015 年 QS 世界大學各學科排名結果，本校在教育學科名列第22名，不僅穩居臺灣第一，更躍居亞洲師範大學龍頭。

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    運用心理增能理論於國民中小學教師之全民健保教學增能介入成效研究
    (2015) 張家臻; Chang, Chia-Chen
    全民健保制度實施廿年，大幅改善國人健康品質並獲得國際享譽，但在就醫便利與保費低廉的同時，也衍生民眾恣意浪費健保資源等迷思。為使全民健保教育落實校園，本研究旨針對國中小學教師發展全民健保教學增能模組，增進教師推動健保教育效能與信心。 本研究採準實驗研究設計，立意選取中小學健康與體育領域教師計106人參與健保教育教學增能課程，對照組90人則無任何介入，考量教師發展教學自主、專業能力等需求，依據心理增能理論，發展包含3個單元計9小時之健保教學增能模組，探討介入對教師健保教學意義、能力、決策力、影響力及健保認知之成效，並分析教師增能歷程，最後共計完成186份（實驗組100人，對照組86人）有效問卷進行分析。 研究結果顯示，實驗組在各增能變項後測得分均高於前測得分，對照組則無此分佈；透過詹森內曼法分析兩組增能效果，受限於天花板效應，排除實驗組前測得分屬高分族群者，當教學意義變項前測分數低於9.61分者（佔85％）、教學能力變項前測分數低於9.46分者（佔91％）、教學決策力前測分數低於9.73分者（佔95％）、教學影響力前測分數低於6.23分者（佔72％）及健保認知前測分數低於6.83分者（佔85％），後測得分會顯著高於對照組得分，顯示增能模組能顯著提升大部分教師健保教學成效。此外，教師增能歷程包括「酸甜交織的增能歷程」、「解開健保制度的天文密碼」、「課程的明滅與眺望」與「將悸動的燈火化為繁星」等過程，顯見研究對象在面對健保教育初始的不安感、經實際參與介入課程後，則能獲得健保知能，發展健保教學能力，並承諾願意返校推廣，共同珍惜這份得來不易的健保資源。 依本研究結果建議健保議題應與學習階段承接推廣，課程規劃也應融入跨領域教學，及納入健康促進學校必選議題，以營造校園珍惜健保氛圍。在教師推展層面上應加強縣本培育及建構互動平台，提升各級學校教師健保教學知能。未來研究則可進行學生成效評價，或增加延宕效果評量，落實健保教育學習成效。
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    Web-based collaborative inquiry learning
    (John Wiley & Sons Ltd, 2003-02-01) Chang, K. E.; Sung, Y. T.; Lee, C. L.
    This study proposes a web-based collaborative inquiry learning system. This system uses the World-wide web (WWW) as a source of knowledge exploration, and provides exploratory problems to guide students to think and explore. A concept map is used as a tool of anchoring and representing knowledge during inquiry process. In the process of learning, learners are allowed to exchange the evidence they have collected, their personal opinions, and the concept maps that they have built. In order to effectively integrate the inquiry learning, collaborative learning, and concept map in the system, this study proposes a collaborative inquiry learning model and related learning activities. Two studies were constructed based on the collaborative inquiry learning model to investigate students' learning processes in the collaborative inquiry learning on the web.
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    教師職業病風險評估調查--以自覺噪音健康問題為例
    (中華民國學校衛生學會, 2002-06-01) 董貞吟; 殷蘊雯; 黃乾全; 宋慧娟; 張家儒 
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    Web-based collaborative inquiry learning
    (Wiley-Blackwell, 2003-03-01) Chang, K. E.; Sung, Y. T.; Lee, C. L.
    This study proposes a web-based collaborative inquiry learning system. This system uses the World-wide web (WWW) as a source of knowledge exploration, and provides exploratory problems to guide students to think and explore. A concept map is used as a tool of anchoring and representing knowledge during inquiry process. In the process of learning, learners are allowed to exchange the evidence they have collected, their personal opinions, and the concept maps that they have built. In order to effectively integrate the inquiry learning, collaborative learning, and concept map in the system, this study proposes a collaborative inquiry learning model and related learning activities. Two studies were constructed based on the collaborative inquiry learning model to investigate students' learning processes in the collaborative inquiry learning on the web.