洪榮昭個人簡介

1、洪榮昭個人簡介學歷:現(xiàn)任:經(jīng)歷:美國伊利諾伊州州立大學(university of illinois, champaign-urbana)教育博士臺灣師范大學工業(yè)教育學系教授中華創(chuàng)意發(fā)展協(xié)會理事長journal of social experimental social psychology、journal of social behavior、journal of science education journal creativity and innovation management編審2010-present2003-present中衛(wèi)中心創(chuàng)意生活產(chǎn)業(yè)評審委員1984-present臺

2、灣師范大學工業(yè)教育學系創(chuàng)意發(fā)展課程教授2008/08 -2009/07臺灣師范大學研究發(fā)展處研發(fā)長2003/08 -2005/07國立臺北教育大學玩具與游戲設計研究所所長1998/02 t998/06國立新加坡大學管理學院客座教授1998-2010中華創(chuàng)意發(fā)展協(xié)會 秘書長1998-2003南僑集團學習組織執(zhí)行顧問團召集人1992t998hong, jon-chao ; chen, mei-yung; wong ashley; hsu tsui-fang; peng chih-chi (2011). developing physics concepts through hands-on pro

3、blem solving: a perspective on a technological project design.international journal of technology and design education, (ssci) hong, j. c., hwang, m. y., wang, c. k., hsu, t. f., & chen. y.j. (2011). effect of self-worth and parenting style on the planned behavior in an ethic gamet.urkish online jou

4、rnal of education technology,(accepted, feb. 19, 2011)(ssci)hong, jon-chao ; hwang, ming-yueh; wong, wan-tzu; lin, hung-chang; yau, che-ming (dec 2010, accepted). gender differences in social cognitive learning at a technological project design.international journal of technology and design educatio

5、n.(sci)hwang, ming-yueh; hong, jon-chao ; hao, yung-wei; & jong, jyh-tsorng (2010, accepted). a study of elders perceived usability, dependabilfiltoyw,aenxdperiences on the embodied interactive video games.educational gerontology.(ssci)horng, j. s ., hu, m. l., hong, j, c., & lin, y. c. (2011). inno

6、vation strategies for organizational change in a tea restaurant culture: a social behavior perspectives.ocial behavior and personality, (accepted nov. 15, 2010). (ssci)hong, j. c ., yu, k.c., & chen, m. y. (2010, accepted). collaborative learning in technological project design.international journal

7、 of technology and design education, (ssci extended)(impact factor .426, 2008)hao, yungwei, hong, jon-chao, jong , jyh-tsorng, hwang, ming-yueh, su, chao-ya, &yang, jin-shin. (2010). non-native chinese language learners attitudes toward online vision-based motion games.british journal of educational

8、 technology. 41(6), 1043 t053. (ssci)hong, j. c., tsai, c. m., ho, y. c., hwang, m. y., & wu, c. c. (accept2010). the learning effectiveness of a blended and embodied interactive video game for kindergarten students.interactive learning environment. (ssci)hong, j. c. , hwang, m.y., cheng, c. l., lee

9、, c. k., & chang, s. y. (2009). assessing the educational values of digital games.journal of computer-assisted learning, 25(5), pp. 423 w37. (ssci)hong, j. c., hwang, m.y., lu, c.h., cheng, c.l., lee, y.c., & lin, c.l. (2009).playfulness-based design in educational games: a perspective on an evoluti

10、onary contest game.interactive learning environments, 17(1), 15-35. (ssci)hong, j. c., hwang, m.y., liang, h.w., & chang, h.w. (2008). a toy clinic shop: innovation management in a shin-tai elementary school.educational gerontology, 34, 1018-1033. (ssci)hong, j. c. , hwang, m. y., sheu, l. c., & lee

11、, c. k. (2009). perceived competency disparities between pre-service training and job demands of primary school administrators. journal of research in education sciences, 5(43), 29-52. (tssci)hong, j.c. , horng, j. s., chanlin, l. j., & lin, c. l. (2008). competency disparity between pre-service tea

12、cher education and in-service teaching requirements in taiwan. international journal of educational development, 28(1), 4-20. (ssci)盧秀琴，洪榮紹，蔡春微(2008).“5 wh螭架式提問提升小學學生學習成就與探究學習能力之研究。 科學教育學刊，16(4), 395-413。 (tssci)lu, c. c., tsai, c. w.,hong, j. c. (2008). use root cause analysis teaching strategy to

13、train primary pre-service science teachersu. s-china education review, 5(12), 47-53.hong, j. c. , lin, c. c., & lin, y . l. (2007). operating a successful powertech creativity contest.the journal of technology studies, 3(31), 25-31.洪久賢、 洪榮昭 、林麗娟、蔡長艷(2007)。影響教師創(chuàng)意教學因素之研究：以綜合活動領(lǐng)域為例。 師大學報， 52(2) 。 (tssc

14、i)chanlin, l. j., hong, j. c. , horng, j. s., chang, s. h., & chu, h. c. (2006). factors influencing technology integration in teaching: assessment among creative teachers. innovations in education and teaching international, 43(1), 57-68. (ssci)洪榮昭 、林雅玲、林展立 (2004)。國中小創(chuàng)意教師教學策略之研究- 四位創(chuàng)意教學特優(yōu)教師的個案分析。 教

15、育心理學報， 35(4) ， 375-392。 (tssci)許瑛玿、 洪榮昭 (2003)。 皮亞杰認知發(fā)展階的新詮釋。 科學教育 (師大 ) ， 260， 2-9。 (tssci)hong, j. c., & lin, c. l. (2005). the contingency and inevitability of organization innovation: case analysis of ten innovative enterprises.in b j?stingmeier, & h. j. boeddrich (eds.), cross-cultural innovati

16、on (pp. 217-236). germany, wiesbaden: deustcher universit?ts-verlag.hong, j. c. , hwang, m. y., & lin, c. l. (2004). how to shape the innovative culture in your organization. in m. fryer (ed.), creativity & cultural diversity (pp. 56-68). shipley, west yorkshire: shipley print company.hong, jon-chao

17、; hwang, ming-yueh; wang, chun-kai (2010). gender differences in social exchange through discourse analysis at a coop-competitive web math game.攵碼游 戲化學習學術(shù)會議, 佛山，中國。hong, jon-chao; hwang, ming-yueh; wang, chun-kai (2010). investigating the chinese idiom learning attitude towards on-line game acceptan

18、ce.數(shù)碼游戲化學習學術(shù)會 議 , 佛山，中國。hong, j. c., li, m. h., & chen, j. y. (2009). using embodied interactive technology to promote learning interest: a case study in embodied interactive video games for kindergarten children. 2010 third international conference on education technology and training (ett 2010), 武

19、漢，中國。 .hong, j. c., li, m. h., & chen, j. y. (2009). the innovative approach of science and technology learning a case of power tech contest. international science education conference 2009 (isec), singapore.hong, j. c., li, m. h., & chen, j. y. (2009). science argumentation in computer-supported si

20、tuated learning. international science education conference 2009 (isec), singapore.hong, j. c. (2009). designing animation and interactivity to attract young players. conference: ed-media 2009 - world conference for educational multimedia, hypermedia & telecommunications. hawaii, usa.hong, j. c., le

21、e, c. k., wu, c. p. and hu, .yp. (2009). inquiry learning and digital scaffolding using situated case-based science knowledge. conference: the eighth international association of science and technology for development (iasted). phuket, thailand.hong, j. c., aye, c. h., & hwang, m. y. (2008). promoti

22、ng educational games in elementary schools. e-case , bangkok, march 27-29, 2008.ho, k. l., hong, j. c., & yu, k. c. (2008). the exploration of focusing on “ topic related strategy in promoting student creativity. e-case , bangkok, march 27-29, 2008.hong, j. c., hwang, m. y., & tsai, j. m. (2008). pl

23、anning before action: study on chinese radicals assembling game. ipa 17th triennial conference: play in a changing world. hong kong, jan. 10-12.hong, j. c., hwang, m. y., & yau, c. m. (2007). problem-based learning (pmbl) and project-based learning (ptbl): what is the similar and different in engine

24、ering education. the 2007 international conference on engineering education, coimbra, portugal.hong, j. c., liao, t. y. (2007, may). a study of taiwan teachers-worth. intesrenlfationalconference on redesigning pedagogy: culture, knowledge and understanding, singapore.lu, c. c., hong, j. c., & tseng

25、y. c. (2007, may). the effectiveness of inquiry-based learning by scaffolding students to ask“ 5 why ” questions. international conference oredesigning pedagogy: culture, knowledge and understanding, singapore.hong, j. c., & lo, y. f. (2007, may). a study of teachers perceived values on professional

26、 development. international conference on redesigning pedagogy: culture, knowledge and understanding, singapore.hong, j. c., lin, c. l., huang, h.c., chen, y. n., li, y. c., lu, c. h., huang, p. h., ho, y. j.,& wu, c. j. (2007, may). a study of learning effectiveness on digital game-based learning.

27、international conference on redesigning pedagogy: culture, knowledge and understanding, singapore.hong, j. c., & kao, j. y. (2007, may). crystal project: a study of inquiry-based science and technology learning of manufacture settings. international conference on redesigning pedagogy: culture, knowl

28、edge and understanding, singapore.huang, m. y., hong, j. c., yang, t. y., chang, y. l., & lian, j. (2007, may). a study of how informal learning effects on creating a culture industry. international conference on redesigning pedagogy: culture, knowledge and understanding, singapore.hong, j. c., lin,

29、 c. l., & chen, j. h. (2006, november). content design principles in educational games. paper presented at the annual meeting of online eduberlin 2006. berlin, germany.hong, j. c., horng, j. s., lin, y. c., & lin, c. l. (2006, november). innovation mechanism for “cha for tea ” composite restaurant.

30、paper presented at mthaenra&gedment conference 2006 taiwan, taiwan.hong, j. c., huang, w. g., & chen, m. n. (2006, november). creative traits of business leaders: a study of sme managers in taiwan. paper presented at the r&d management conference 2006 taiwan, taiwan.hong, j. c., hwang, m. y., lin, c

31、. l., & cheng, c. m. (2005, september). a study of the applicability of idea generation techniques. paper presented at the 9th european conference on creativity and innovation (ecci), academy of humanities andeconomics in lodz, poland.hong, j. c., & lin, c. l. (2005, september). a pilot study of dev

32、eloping a creative thinking measurement in the drawing evolution. paper presented at the 9th european conference on creativity and innovation (ecci), academy of humanities and economics in lodz, poland.hong, j. c., & lin, c. l. (2005, may). a study of influential factors for creative teaching. paper

33、 presented at the meeting of redesigning pedagogy: research, policy, practice, singapore.一、國科會2008臺灣主辦世界青少年發(fā)明展選拔與參展。no. nsc 96-2515-s11/01 -2008/10/31。水晶計劃：以工廠為資源中心之教學成效研究。 no. nsc 95-2511-s-003-012-my3. 2006/08/01 -2009/07/31。2006powertech 全 國 少 年 科 技 創(chuàng) 作 競 賽 暨 新 式 競 賽 機 器 人 設 計 大 賽 。

34、no. nsc 95-2515-s-003-008.2006/08/01 -2007/07/31。2007 臺灣參加印度尼西亞世界青少年發(fā)明展選拔與參展。no. nsc 95-2515-s-003-017.2006/11/01 -2007/10/31。游戲內(nèi)容設計與認知負荷對玩興與策略思考影響之研究。no. nsc 95-2511-s-003-022.2006/08/01 / 2007/07/31。游戲內(nèi)容設計與玩興之研究。no. nsc 94-2511-s08/01 -2006/07/31。數(shù)字游戲?qū)驅(qū)W習之研究 一總計劃。no. nsc 94-2511-s-003

35、-0312005/08/01 -2006/07/31。2006臺灣參加印度世界青少年發(fā)明展。no. nsc 94-2515-s-003-011.2005/12/01 -2006/11/30。學童科技創(chuàng)作能力發(fā)展之研究。no. nsc 94-2511-s08/01 -2006/07/31。power tech 2005 全國少年科技創(chuàng)作競賽。no. nsc 94-2515-s-003-008. 2005/08/01 -2006/07/31。提升創(chuàng)意教學成效研究-總計劃。no. nsc 93-2511-s-152-0042004/08/01 -2005/07/31。 20

36、04 全國創(chuàng)意教學獎。no. nsc 93-2515-s-152-0022004/01/01 -2004/12/31。學童科技創(chuàng)作能力發(fā)展之研究。no. nsc 93-2511-s-152-0032004/08/01 -2005/07/31。科 學 扎 根 -power tech 全 國 少 年 ( 國 中 、 小 ) 科 技 創(chuàng) 新 能 力 培 育 計 劃 。 no. nsc 93-2515-s-152-001. 2004/08/01 -2005/07-31。臺灣參加馬來西亞2005 年世界青少年發(fā)明展選拔及參展。 no. nsc 93-2515-s-003-007.2004/12/01 -

37、2005/11/300科學教育研究成果應用推廣計劃： 全國創(chuàng)意教學獎 教學策略與成效實錄光盤。 no. nsc 93-2511-s-003-046.2004/12/01 2005/11/30。二、教育部玩具工坊實施計劃-巡回巴士深耕玩具科普教育。2006 -2009。三、經(jīng)濟部體現(xiàn)互動視訊游戲之企業(yè)教育訓練課程開發(fā)計劃。no. 98-ec-17-a-29-s2-0141. 2009/06/01 -2010/05/300社會貢獻一、數(shù)字游戲?qū)W習多媒體平臺1 .簡介：人類是天生玩家，有趣的、好玩的事物，較易引發(fā)學童主動接觸與學習的 動機。基此理念，設計知識理解與應用的游戲平臺，增進學生學習成效，亦

38、讓學習者透 過逗趣輕松的氛圍，以肢體伸展運動的模式，達到吸收傳統(tǒng)課堂知識的目的。由平臺因應而生的活動除了互動視訊教學游戲外，尚包含萊特兄弟飛行網(wǎng)、數(shù)學四 則運算數(shù)字游戲(strike up)、網(wǎng)絡成語接龍等。游戲具有在線對抗競賽之功能，即便不認 識對方，也可以同時進行游戲。故，透過平臺舉辦各類競賽活動，將競賽的對象擴展到 班際甚至校外，藉此鼓勵學童在團隊競賽中，透過同儕彼此間的鼓勵及幫助，培養(yǎng)團隊 之間的合作與學習。2 .推廣：在推廣方面，每年皆有不少學童透過數(shù)字游戲?qū)W習平臺進行各類學習。例如，臺北市小學數(shù)學四則運算數(shù)字游戲(strike up)競賽參賽人次達210人；于2009年累 計共有約

39、40,000人上網(wǎng)參與全國國中小學生網(wǎng)絡成語接龍大賽，國中及小學學生的語文能力因此提升，學生也受鼓勵，主動學習并熟悉成語的使用方法，國中、小學生學習成 語的熱潮也藉本活動而帶動，而本活動產(chǎn)的生授權(quán)金每年30萬元，亦可謂之預料之外的收獲。3 .論文發(fā)表：于相關(guān)論文研究方面，近年共約發(fā)表 8篇，其中，4篇為國際研討會 之文章，3篇ssci論文，以及一篇發(fā)表至國內(nèi)期刊。二、科技創(chuàng)新教育1 .簡介：動手做是科技創(chuàng)新的必要途徑，為培養(yǎng)未來科技創(chuàng)新的人才，師長必 須提供年青學子親自動手創(chuàng)作的機會與體驗。青少年科技創(chuàng)作競賽的辦理以現(xiàn)場創(chuàng)作、 現(xiàn)場競賽為原則，避免長輩的介入，以冀培養(yǎng)樂思考、肯思考、喜創(chuàng)作、好

40、創(chuàng)作的 下一代。2 .推廣：為推展發(fā)明創(chuàng)作風氣，激發(fā)青少年發(fā)明創(chuàng)作潛能及觀摩機會， 培養(yǎng)學生擴 散性思考、創(chuàng)意思考，辦理power tech全國少年科技創(chuàng)作競賽、世界青少年發(fā)明展，以 及玩具工坊等活動。 power tech全國少年科技創(chuàng)作競賽：在power tech方面，學生在制作作品前能規(guī)劃設計圖，提升規(guī)劃力，且競賽采當 大做，當天比的方式進行，讓學生靈活思考，鏈接及運用相關(guān)背景知識，亦培養(yǎng)學生自己動手創(chuàng)作的能力。該競賽系列活動于 2000開辦，每年約400隊、1600人次參加； 目前臺灣北、中、南共有50間學校成立powertech社團，也授權(quán)美國喬治亞州以及中 國南京、香港、澳門等辦理相關(guān)系列競賽，促成此活動之國際化。 世界青少年發(fā)明展：再以為例，小學至高中職之在學學生每年約 450件作品、1000多人次，諸多學生作 品也經(jīng)由本活動的刺激，創(chuàng)造出得以申請專利的佳作；臺灣更成為該展之創(chuàng)始會員國， 2008年的發(fā)明展尤為由臺灣主辦，共約 16國參展，帶來230件作品、520多人次。 玩具工坊：玩具工坊，有別于前兩類活動，屬于較偏向以高齡者為主的計劃。高齡者藉由為學 童修護玩具，刺激觸覺與手腦并用，增進學童愛惜資源、資源再生、問題解決等能力， 亦促進高齡長者之人際互動，長輩經(jīng)驗得以傳承，減少疏離，