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曾正宜

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曾正宜 教授
職稱:教授
學歷:美國印第安那大學教學科技博士
專長:教育心理、網際網路教學、教學媒體
電話:(03)5715131轉 62020
辦公室:教育館 304 室
Office hour: 星期一 10:00~12:00
E-mail:jytzeng@mx.nthu.edu.tw

 

 

 

 

(一)現任

(二)經歷

  • 國立清華大學師資培育中心教授 (2012.8-)
  • 國立清華大學師資培育中心主任 ( 2010.8-2014.7)
  • 國立清華大學師資培育中心副教授 (2007.8-2012.7)
  • 國立清華大學計算機與通訊中心學習科技組組長  (2006.8-2010.7)
  • 國立清華大學師資培育中心助理教授  (2002.8-2007.8)
  • 美國印第安那大學資訊科技學院 (School of Informatics) 助理講師 (2001.9-2002.5)
  • 美國印第安那大學印第安那教育政策中心 (Indiana Educational Policy Center) 助理研究員 (1996.9-1998.5)

(三)學歷

  • 美國印第安那大學教學科技博士

(四)任教科目

  • 教育心理學
  • 教學媒體與操作
  • 電腦輔助教學
  • 教學原理
  • 學習科技研究

(五)研究主題

  • 學習科技
  • 教學策略與系統設計
  • 介面設計

 

(一)學術榮譽

(二)教學榮譽

 

(一)經評審之期刊論文

  • Tzeng, J. (2014). Mapping for depth and variety: Using a "Six W's" scaffold to facilitate concept mapping for different history concepts with different degrees of freedom. Educational Studies, 40(3), 253-276 (SSCI). 98-2410-H-007-013-MY2
  • Tzeng, J. & Chen, C. T. (2012). Computer praise, attributional orientations, and games: A reexamination of the CASA theory relative to children. Computers in Human Behavior, 28, 2420-2430 (SSCI).
  • Tzeng, J. & Chen, S. H. (2012). College students' intentions to use eportfolios: From the perspectives of career-commitment status and weblog-publication behaviors. British Journal of Educational technology, 43(1), 163-176 (SSCI)
  • 陳佩英,曾正宜 (2011)。探析專業學習社群的展化學習經驗與課程創新行動─活動理論取徑。教育研究集刊,57(2),39-84 (TSSCI)
  • Tzeng, J. (2011). Perceived values and potential users’ acceptance of prospective technology —in the case of a career eportfolio system. Computers and Education, 56, 157-165. (SSCI)
  • Tzeng, J. (2010a). College students' self-discrepancy on the Internet, from the perspectives of desktop practices, self-control, and academic training. CyberPsychology, Behavior, and Social Networking, 13(5), 495-502. (SSCI)
  • Chen, S. Y. & Tzeng, J. (2010). College female and male heavy Internet users' profiles of practices and their academic grades and psychosocial adjustment. CyberPsychology, Behavior, and Social Networking, 13(3), 257-262. (SSCI)
  • Tzeng, J. (2010b). Designs of concept maps and their impacts on readers' performance in memory and reasoning while reading. Journal of Research in Reading, 33(2),128-147. (SSCI). NSC 96-2413-H-007-005
  • Tzeng, J. (2009). The impact of general and specific performance and self-efficacy on motivation and outcomes in learning with computer-based concept mapping. Computers in Human Behavior, 25, 989-996. (SSCI). NSC 96-2413-H-007-005
  • 曾正宜,陳舜芬 (2008)。網路彈性化學生評鑑教師教學系統對評鑑行為與結果的影響。課程與教學季刊, 11(4), 215~238 (TSSCI).
  • 陳舜芬,曾正宜,陳素燕 (2006)。我國大學生知識教育成果及其相關因素之研究。新竹教育大學學報,23,21-42。NSC 94-2413-H-007-002
  • 曾正宜,楊世堯,黃琪椿 (2006)。網路化資源整合概念圖系統運用在歷史教學上的理論與設計。教學科技與媒體, 77, 67-81。NSC 94-2422-H-007-002
  • Tzeng, J. (2006). Matching users’diverse social scripts with resonating humanized features to create a polite interface. International Journal of Human Computer Studies, 64,1230-1242. (SSCI)
  • Tzeng, J. (2006). Developing and sharing team mental models in a profession-driven and value-laden organization: A Case Study. Performance Improvement Quarterly, 19(2), 155-172.
  • Tzeng, J. (2004). Toward a more civilized design: Studying the effects of computers that apologize. International Journal of Human Computer Studies, 61(3), 319-345. (SSCI) NSC 91-2413-H-007-008
  • Tzeng, J. & Schwen, T. M. (2003). Mental representation-based task analysis for analyzing value-laden performance. Educational Technology Research & Development, 51(3), 5-16. (SSCI).
  • Bichelmeyer, B. A., Hara, N., Yi, J., Dennen, V., Avers, D., & Tzeng, J. (1998). Education technology services at Indiana University: A case study. Media Review, 5(1), 57-73.

(二)研討會論文

  • Tzeng, J. (2014). A constructionistic view on expansive learning cycle of generative activities. International conference on new horizons in education, June 24-27, Paris, France. 102-3113-S-007-001-GJ
  • Tzeng, J. (2014). An internal mediation model of expansive learning for generative activities. Global Conference on Contemporary Issues in Education, Las Vegas, USA, July 12-14, Las Vegas, USA.
  • Tzeng, J. (2013). Interactions between individual mind and group mind during computer-based concept mapping. The European Conference on Education, ECE2013. United Kingdom, Brighton. July 11-14.
  • 陳志軒,曾正宜(2013)。探討學生運用電腦中介溝通進行合作式概念構圖的學習成效與行為表現─以國中歷史學習為例。2013第一屆學習科學學術研討會:多元面向之融合與發展。新竹:國立清華大學。4/25-4/27.
  • Tzeng, J. Y.(2013). Interactions between individual 's and group's minds in collaborative concept mapping. 第二屆數位合作學習與個人化學習研討會,Taiwan CSCL & CSPL SIG workshop。台北:國立政治大學,March, 30-31.
  • 曾正宜(2012)。從「以心智表徵取向之任務分析模式剖析信念主導之任務表現」談多元資料分析。Taiwan E-Learning Forum。台南,成功大學。October, 26-27。
  • 黃馨慧,曾正宜(2012)。運用網路引導式作文課程輔助國小學童寫作研究初探。第一屆數位合作學習與個人化學習研討會,Taiwan CSCL & AIED SIG workshop。桃園,April, 13-14.
  • Tzeng, J. Y. (2012). Group dynamics in CSCL. 第一屆數位合作學習與個人化學習研討會,Taiwan CSCL & AIED SIG workshop。桃園,April, 13-14.
  • Tzeng, J. Y. (2011). Using the 6ws to scaffold concept mapping for history concepts. In the proceeding of World Conference on Educational Media and Technology, Association for the Advancement of Computing in Education. Lisbon, Portugal, June 27-July 2.
  • Tzeng, J. Y. (2010). Pre-Implementation Technology Acceptance Model—In the Case of a University-Based Electronic Portfolio System. In the proceeding of International conference of the learning sciences, 2010. Chicago, June, 28-July, 2.
  • Chen, P., Tzeng, J. & Lin, H. (2010, August). Constructing a professional learning community in Taiwan: A distributed leadership perspective. Paper presented at the European Conference on Educational Research (ECER conference). University of Helsinki, Finland, August, 25-27.
  • Tzeng, J. Y. (2009). OpenCourseWare Project in National Tsing-Hua University: Practices, Challenges, and Opportunities. The 1st Asia regional OpenCourseWare conference, November 4-7. Seoul, Korea.
  • 曾正宜 (2009)。彈性化學生評鑑教師教學系統-教師的反應。文清木華話教育-陳舜芬教授榮退研討會。國立清華大學。
  • Tzeng, J. Y. (2008). The influence of schematic concept maps on the construction of mental representations for non-hierarchical knowledge contents. Association for the Advancement of Computing in Education (Ed-Media Conference). Vienna, Austria.
  • 邱義相,曾正宜,陳雯玲(2008)。國中生概念構圖學習成果與各學習領域學業成就之相關性研究。電腦與網路科技在教育上的應用研討會。國立新竹教育大學。
  • Tzeng, J. Y. (2008). Learners' perceptions and use of differently designed schematic concept maps on the formation of mental representations for different learning tasks. In the Proceedings of the Third Int. Conference on Concept Mapping (A. J. Cañas, P. Reiska, M. Åhlberg & J. D. Novak, Eds.) Tallinn, Estonia & Helsinki, Finland 2008.
  • 曾正宜(2007)。網路彈性化學生評鑑教師教學系統的開發與影響—以國立清華大學為例。教學卓越國際學術研討會。淡江大學。
  • Tzeng, J. (2006). Online source-based mapping system for developing second-ordered concepts of history. Association for the Advancement of Computing in Education (Ed-Media Conference). Orlando, USA.
  • Tzeng, J. (2006). Matching human characteristics with humanized features on computer programs: A dynamic view of the CASA paradigm. Association for the Advancement of Computing in Education (Ed-Media Conference). Orlando, USA.
  • Tzeng, J. (2005). Developing a computer-based customizable self-contained concept mapping for Taiwanese history education. Association for the Advancement of Computing in Education (Ed-Media Conference). Montreal, Canada.
  • Tzeng, J. (2005). Cross-cultural comparison of the effects of computer apology. Association for the Advancement of Computing in Education (Ed-Media Conference). Montreal, Canada.
  • Akgun, M., Cagiltay, K., & Tzeng, J. (2005). Computer apology: The effect of the apologetic feedback on users in computerized environment. The 5th IEEE International Conference on Advanced Learning Technologies (ICALT 2005), July 5 - 8, 2005, Kaohsiung, Taiwan.
  • Tzeng, J. (2003). Back to the essence of user-centered interface design: Reexamine the effect of anthropomorphic feedback (Ed-Media Conference). Honolulu, Hawaii. USA.
  • Tzeng, J. (2002). Returning power to the users. Association for the Advancement of Computing in Education (Ed-Media Conference). Denver, Colorado. USA.
  • Tzeng, J. (2001) Computer and moral education. In proceedings of the 17th International Conference on Advanced Science and Technology, 11-17, Chicago USA.
  • Tzeng, J. (2001). Comparing teachers' and parents' mental models for teaching hearing impaired children to speak. In proceedings of the Association for Educational Communication and Technology 2001 International Conference.

(三)專書及專書論文

  • 曾正宜(2015),科技與學習:從科技的能供性與決定性看學習的五大面向,收錄於中國教育學會,方永泉、湯仁燕之教育的想像—演化與創新
  • 曾正宜、陳偉泓(2015),高中優質化學校特色課程之發展與影響:以屏北高中、中大壢中、板橋高中及麗山高中為例,收錄於陳佩英、簡菲莉之高中優質化的藍海航程紀實
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    (四)研究計畫

    計畫主持人

  • (108)求不知教學模式在師資培育課程與高中教學的發展與運用
  • (106)大學創新思維與實踐-自我認同、學 習信念、學習經驗和情境脈絡之探究--從辯證認識觀解析多元入學生在校園中的學習與成長
  • (103)創造力—工學院的點子(IDEA@COE):在真實與情意陶冶之工程課程中進行跨領域辯証性問題探索--IDEA@COE工學院生創意解決問題能力開發模式之成效評量
  • (102)高中職「綠色能源科技領域探究式課程」研發計畫--子計畫二:評鑑計畫(3/3)
  • (101)發展高中綠色能源統整課程之研究計畫--子計畫二:建國高中綠色能源統整課程之評鑑計畫(2/3)
  • (100)CASA理論之再思—探討中介變項如何影響電腦讚美回饋對使用者玩遊戲時的行為與情意反應
  • (100)發展高中綠色能源統整課程之研究計畫--子計畫二:建國高中綠色能源統整課程之評鑑計畫(1/3)
  • (98)探討6w問題導向式概念構圖法在國中歷史教學中的應用及其對學生自我效能與學習動機等因素的影響
  • (96)概念圖對於理解歷史文本時所建構之心智模式的影響
  • (95)以葉榮鐘的史料豐富國高中的台灣文史教學-建置學習鷹架引導歷史批判思維
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    共同主持人

    • (105)教師實踐社群的專業資本蓄積歷程研究:行動者網絡理論取徑
    • (103)創造力—工學院的點子(IDEA@COE):在真實與情意陶冶之工程課程中進行跨領域辯証性問題探索--創造力—工學院的點子(IDEA@COE):在真實與情意陶冶之工程課程中進行跨領域辯証性問題探索
    • (101)科技文化永續─應用ICT整合科學學習與文化產業之部落型科學課程活動模式研發(4/4)
    • (100)專業學習社群比較研究:分散式領導取徑
    • (100)科技文化永續─應用ICT整合科學學習與文化產業之部落型科學課程活動模式研發(3/4)
    • (99)科技文化永續─應用ICT整合科學學習與文化產業之部落型科學課程活動模式研發(2/4)
    • (99)專業學習社群比較研究:分散式領導取徑(I)
    • (98)科技文化永續─應用ICT整合科學學習與文化產業之部落型科學課程活動模式研發(1/4)

     

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