洪榮昭個(gè)人簡(jiǎn)介

1、洪榮昭個(gè)人簡(jiǎn)介學(xué)歷:現(xiàn)任:經(jīng)歷:美國(guó)伊利諾伊州州立大學(xué)(university of illinois, champaign-urbana)教育博士臺(tái)灣師范大學(xué)工業(yè)教育學(xué)系教授中華創(chuàng)意發(fā)展協(xié)會(huì)理事長(zhǎng)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(píng)審委員1984-present臺(tái)

2、灣師范大學(xué)工業(yè)教育學(xué)系創(chuàng)意發(fā)展課程教授2008/08 -2009/07臺(tái)灣師范大學(xué)研究發(fā)展處研發(fā)長(zhǎng)2003/08 -2005/07國(guó)立臺(tái)北教育大學(xué)玩具與游戲設(shè)計(jì)研究所所長(zhǎng)1998/02 t998/06國(guó)立新加坡大學(xué)管理學(xué)院客座教授1998-2010中華創(chuàng)意發(fā)展協(xié)會(huì) 秘書長(zhǎng)1998-2003南僑集團(tuán)學(xué)習(xí)組織執(zhí)行顧問(wèn)團(tuán)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(wèn)提升小學(xué)學(xué)生學(xué)習(xí)成就與探究學(xué)習(xí)能力之研究。 科學(xué)教育學(xué)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(zhǎng)艷(2007)。影響教師創(chuàng)意教學(xué)因素之研究：以綜合活動(dòng)領(lǐng)域?yàn)槔?師大學(xué)報(bào)， 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(guó)中小創(chuàng)意教師教學(xué)策略之研究- 四位創(chuàng)意教學(xué)特優(yōu)教師的個(gè)案分析。 教

15、育心理學(xué)報(bào)， 35(4) ， 375-392。 (tssci)許瑛玿、 洪榮昭 (2003)。 皮亞杰認(rèn)知發(fā)展階的新詮釋。 科學(xué)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(xué)習(xí)學(xué)術(shù)會(huì)議, 佛山，中國(guó)。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(xué)習(xí)學(xué)術(shù)會(huì) 議 , 佛山，中國(guó)。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(guó)。 .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(guó)科會(huì)2008臺(tái)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(jì)劃：以工廠為資源中心之教學(xué)成效研究。 no. nsc 95-2511-s-003-012-my3. 2006/08/01 -2009/07/31。2006powertech 全 國(guó) 少 年 科 技 創(chuàng) 作 競(jìng) 賽 暨 新 式 競(jìng) 賽 機(jī) 器 人 設(shè) 計(jì) 大 賽 。

34、no. nsc 95-2515-s-003-008.2006/08/01 -2007/07/31。2007 臺(tái)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(shè)計(jì)與認(rèn)知負(fù)荷對(duì)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(shè)計(jì)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(xí)之研究 一總計(jì)劃。no. nsc 94-2511-s-003

35、-0312005/08/01 -2006/07/31。2006臺(tái)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(xué)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(guó)少年科技創(chuàng)作競(jìng)賽。no. nsc 94-2515-s-003-008. 2005/08/01 -2006/07/31。提升創(chuàng)意教學(xué)成效研究-總計(jì)劃。no. nsc 93-2511-s-152-0042004/08/01 -2005/07/31。 20

36、04 全國(guó)創(chuàng)意教學(xué)獎(jiǎng)。no. nsc 93-2515-s-152-0022004/01/01 -2004/12/31。學(xué)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(xué) 扎 根 -power tech 全 國(guó) 少 年 ( 國(guó) 中 、 小 ) 科 技 創(chuàng) 新 能 力 培 育 計(jì) 劃 。 no. nsc 93-2515-s-152-001. 2004/08/01 -2005/07-31。臺(tái)灣參加馬來(lái)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(xué)教育研究成果應(yīng)用推廣計(jì)劃： 全國(guó)創(chuàng)意教學(xué)獎(jiǎng) 教學(xué)策略與成效實(shí)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(shí)施計(jì)劃-巡回巴士深耕玩具科普教育。2006 -2009。三、經(jīng)濟(jì)部體現(xiàn)互動(dòng)視訊游戲之企業(yè)教育訓(xùn)練課程開發(fā)計(jì)劃。no. 98-ec-17-a-29-s2-0141. 2009/06/01 -2010/05/300社會(huì)貢獻(xiàn)一、數(shù)字游戲?qū)W習(xí)多媒體平臺(tái)1 .簡(jiǎn)介：人類是天生玩家，有趣的、好玩的事物，較易引發(fā)學(xué)童主動(dòng)接觸與學(xué)習(xí)的 動(dòng)機(jī)。基此理念，設(shè)計(jì)知識(shí)理解與應(yīng)用的游戲平臺(tái)，增進(jìn)學(xué)生學(xué)習(xí)成效，亦

38、讓學(xué)習(xí)者透 過(guò)逗趣輕松的氛圍，以肢體伸展運(yùn)動(dòng)的模式，達(dá)到吸收傳統(tǒng)課堂知識(shí)的目的。由平臺(tái)因應(yīng)而生的活動(dòng)除了互動(dòng)視訊教學(xué)游戲外，尚包含萊特兄弟飛行網(wǎng)、數(shù)學(xué)四 則運(yùn)算數(shù)字游戲(strike up)、網(wǎng)絡(luò)成語(yǔ)接龍等。游戲具有在線對(duì)抗競(jìng)賽之功能，即便不認(rèn) 識(shí)對(duì)方，也可以同時(shí)進(jìn)行游戲。故，透過(guò)平臺(tái)舉辦各類競(jìng)賽活動(dòng)，將競(jìng)賽的對(duì)象擴(kuò)展到 班際甚至校外，藉此鼓勵(lì)學(xué)童在團(tuán)隊(duì)競(jìng)賽中，透過(guò)同儕彼此間的鼓勵(lì)及幫助，培養(yǎng)團(tuán)隊(duì) 之間的合作與學(xué)習(xí)。2 .推廣：在推廣方面，每年皆有不少學(xué)童透過(guò)數(shù)字游戲?qū)W習(xí)平臺(tái)進(jìn)行各類學(xué)習(xí)。例如，臺(tái)北市小學(xué)數(shù)學(xué)四則運(yùn)算數(shù)字游戲(strike up)競(jìng)賽參賽人次達(dá)210人；于2009年累 計(jì)共有約

39、40,000人上網(wǎng)參與全國(guó)國(guó)中小學(xué)生網(wǎng)絡(luò)成語(yǔ)接龍大賽，國(guó)中及小學(xué)學(xué)生的語(yǔ)文能力因此提升，學(xué)生也受鼓勵(lì)，主動(dòng)學(xué)習(xí)并熟悉成語(yǔ)的使用方法，國(guó)中、小學(xué)生學(xué)習(xí)成 語(yǔ)的熱潮也藉本活動(dòng)而帶動(dòng)，而本活動(dòng)產(chǎn)的生授權(quán)金每年30萬(wàn)元，亦可謂之預(yù)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(guó)際研討會(huì) 之文章，3篇ssci論文，以及一篇發(fā)表至國(guó)內(nèi)期刊。二、科技創(chuàng)新教育1 .簡(jiǎn)介：動(dòng)手做是科技創(chuàng)新的必要途徑，為培養(yǎng)未來(lái)科技創(chuàng)新的人才，師長(zhǎng)必 須提供年青學(xué)子親自動(dòng)手創(chuàng)作的機(jī)會(huì)與體驗(yàn)。青少年科技創(chuàng)作競(jìng)賽的辦理以現(xiàn)場(chǎng)創(chuàng)作、 現(xiàn)場(chǎng)競(jìng)賽為原則，避免長(zhǎng)輩的介入，以冀培養(yǎng)樂(lè)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(fēng)氣，激發(fā)青少年發(fā)明創(chuàng)作潛能及觀摩機(jī)會(huì)， 培養(yǎng)學(xué)生擴(kuò) 散性思考、創(chuàng)意思考，辦理power tech全國(guó)少年科技創(chuàng)作競(jìng)賽、世界青少年發(fā)明展，以 及玩具工坊等活動(dòng)。 power tech全國(guó)少年科技創(chuàng)作競(jìng)賽：在power tech方面，學(xué)生在制作作品前能規(guī)劃設(shè)計(jì)圖，提升規(guī)劃力，且競(jìng)賽采當(dāng) 大做，當(dāng)天比的方式進(jìn)行，讓學(xué)生靈活思考，鏈接及運(yùn)用相關(guān)背景知識(shí)，亦培養(yǎng)學(xué)生自己動(dòng)手創(chuàng)作的能力。該競(jìng)賽系列活動(dòng)于 2000開辦，每年約400隊(duì)、1600人次參加； 目前臺(tái)灣北、中、南共有50間學(xué)校成立powertech社團(tuán)，也授權(quán)美國(guó)喬治亞州以及中 國(guó)南京、香港、澳門等辦理相關(guān)系列競(jìng)賽，促成此活動(dòng)之國(guó)際化。 世界青少年發(fā)明展：再以為例，小學(xué)至高中職之在學(xué)學(xué)生每年約 450件作品、1000多人次，諸多學(xué)生作 品也經(jīng)由本活動(dòng)的刺激，創(chuàng)造出得以申請(qǐng)專利的佳作；臺(tái)灣更成為該展之創(chuàng)始會(huì)員國(guó)， 2008年的發(fā)明展尤為由臺(tái)灣主辦，共約 16國(guó)參展，帶來(lái)230件作品、520多人次。 玩具工坊：玩具工坊，有別于前兩類活動(dòng)，屬于較偏向以高齡者為主的計(jì)劃。高齡者藉由為學(xué) 童修護(hù)玩具，刺激觸覺(jué)與手腦并用，增進(jìn)學(xué)童愛(ài)惜資源、資源再生、問(wèn)題解決等能力， 亦促進(jìn)高齡長(zhǎng)者之人際互動(dòng)，長(zhǎng)輩經(jīng)驗(yàn)得以傳承，減少疏離，