轉載: 是誰斷送孩子競爭力？

轉載: 是誰斷送孩子競爭力？

作者: 戴章皇 （中華科技公司執行副總） 整理: 鎮東國小．李儀榮

出處: http://guidance.ylc.edu.tw/index.php3?proc=show&item=23&s_item=14&gc_id=1140



近幾年來有很多人大罵教改讓孩子的程度變差，孩子的

國際競爭力喪失云云。教改工程浩大，我不認為可以完

全歸責於哪個人或者是哪個政黨的的錯誤。坦白說，我

非常不同意這種把複雜問題過分簡化的結果。我所想的

是為什麼我們在批評教育官員或者是責怪學校老師時，

何不想想我們自己？



我早上出去運動時，都得經過一所國小校門口。最近也

有機會全程參加一場國小運動會。一些發生在周遭的觀

察，每天由家長、學生、老師所共同擔綱演出的「互動

記」令我印象深刻。我可以很確定的是：這些孩子的競

爭力的確是斷送在我們大人的手中，這不是小孩子的錯！

如果大家有空的話，只要找一天到任何一個國小校門口

去看看，您有很大的機會會發現每天都在上演的戲碼：



一、大人充當書僮，幫小孩背書包。

大部分的孩子都是大人的寶貝，所以都不願意讓自己的

孩子受苦。有些人更覺得自己童年時受過不少罪，所以

發誓要讓孩子過好日子。校門口一堆家長或外傭當書僮，

為孩子們背著書包與水壺。這個書包真的重得令孩子無

法負擔嗎？背書包上學是小朋友學習為自己的工作負責

的基本功，更是形於外壓力訓練的開始。我無法想像這

些連最基礎的訓練機會都被家長剝奪之後，這個孩子將

來還有何抗壓力可言？





二、家長隨意停車，堅持送小孩過馬路。

一般而言，在校門口附近的斑馬線都有導護家長或老師

負責學生穿越馬路之安全工作。家長們「不放心」導護

家長或老師護送孩子自己過馬路，寧願隨便把車子一停，

不管後面堵車如何嚴重，非要把孩子送到校門口，甚至

送到教室！此時，孩子扮演的角色是皇帝。而這個皇帝

不是自願的，是家長們自己塑造出來的。從小學習的

「遵守交通規則」在這裡蕩然無存，最糟糕的是在小孩子

與他的同學面前做了最壞的示範。家長們在埋怨小孩子

霸道、不守規矩的同時，怪誰？家長們應該好好思索，

應該很容易有答案。



三、孩子目無尊長，家長視若無睹。我還記得以前上小學

時，師長所教的第一件事就是遇到師長必須要先行脫帽，

然後敬禮向老師問好。這項教育並不八股，而是最基本的

禮貌，也是尊師重道的開始。但是，當我經過校門口時，

看到孩子們對於導護老師站在門口，幾乎都是老師主動

向小朋友打招呼。有些小朋友至少還禮貌地回應，然而

我看到更多的小朋友是面無表情地走進校園。更令人

訝異的是家長似乎也不以為意，這種情形讓我頗為震驚！



四、孩子不願下車，家長苦苦哀求。校門口擠了一堆

轎車，裡面的「小霸王」也許還沒睡醒，或者心情不好。

車門已經打開，但孩子就是不下車。孩子鬧脾氣稀鬆平常，

倒也沒有什麼特別，但是家長的現場處理方式就令人大開

眼界！說理者有之，大罵者有之，僵持者有之，最「精采」

者莫過於苦苦哀求。爸爸媽媽苦口婆心答應帶他去麥當勞、

買他喜歡的玩具，似乎只是希望他龍心大悅，而不是教育

他什麼才是對的。只要他肯下車，小孩就可以對大人予取

予求。這種每天都可以來一次的機會，將成為孩子「習慣

性」要脅家長的籌碼。



校門口的戲碼精采，一場國小運動會我在場外欣賞的「劇情」

也不遑多讓。學生表演開始，理應場地清場讓表演能夠順利

進行。然而，沒想到音樂一開始，一大群家長竟然全部衝到

表演隊伍當中為他們的寶貝孩子攝影！台上開始廣播請家長

退出，如要攝影請家長蹲下，免得擋住其他來賓。然而，

家長依然我行我素，他家的孩子最重要，其他團體紀律與

秩序蕩然無存。



拔河比賽非常激烈，往往得要纏鬥許久才分得出勝負。而在

這個運動會上我看到最不可思議的一幕。女生拔河的某一隊長，

在拔河進行了約莫三十秒鐘，雖然沒有大幅落後，但因為已經

出現了繩子移向對方的徵兆，裁判尚未吹哨子判定勝負，她

竟然突然放掉繩子，看著對方隊伍臉上露出不屑的微笑，讓

隊友繼續拚命，他自己袖手旁觀。在三戰兩勝制中，我連續

兩次看到她出現同樣的行為！一個四、五年級的孩子有這樣

偏差的行為，現場沒有人教育他。這是我看過所有運動比賽

中，最沒有運動精神的一幕。



孩子們的天賦、聰穎容有高低，學習成績也因而會有差異。

但是，這些真的不是最重要的事！生活教育與學習態度才是

孩子未來足以影響一生的條件。許多家長把「教育」這件事

全部丟給學校老師或教育官員，是多麼的謬誤。在許多人

自以為提出「專業教育理念」的同時，我建議或許先想想

我們教育孩子的方式是否即為「教育最大絆腳石」？孩子的

競爭力是否就是斷送在我們手中？





教養兒女的金科玉律



已有愈來愈多的跡象顯示，強調尊重孩子、鼓勵孩子的

新觀念橫掃台灣，卻被有些人解釋為「少管」或「不管」，

以致教出不少「小霸王」、「蠟筆小新」，和自殘或傷人

甚至動輒殺人取人性命的青少年。美國的情況類似台灣，

被寵壞的孩子類似惡霸，使得愈來愈多心理及教育專家

發展出更新的教育理論「合理管教」。父母應該以愛為

基礎教兒女「紀律」的觀念。



心理學教授史坦伯格指出，教養最常犯的錯誤就是「參與

不足」以及誤解了 「把孩子當朋友對待」的真義，以為

是放他完全自由，以致無法掌握孩子的行為與行蹤。

「以孩子為中心」的理念已成為縱容惡行的藉口，對孩子

期許更高一書的 作者戴門教授指出。其實，教育要兼顧

敏感度與嚴格的，如果父母有引導、有規範，可以避免

孩子身心出狀況。家庭心理專家蘿絲蒙指出，孩子性格

發展期，教養需要適量維他命N。也就是說，父母要能

勇於對孩子說「NO」，孩子才能學會分辨什麼事「可以」

做，什麼事「不可以」。

綜合專家意見，合理管教，父母有金科玉律：



1. 當父母，不是當朋友



當父母第一要事就是不要只想當孩子的朋友，因為

「父母」的意義就是給孩子立下規矩，讓他明白「底線」

在哪兒，美國心理學家霍恩指出，孩子需要的是教導他

如何解決問題的「領袖」，而不是只聽他訴苦哭泣卻

束手無策的「朋友」。澳洲親子專家畢德福也說，孩子

需要知道「規矩」是什麼，家裡誰「作主」， 這樣孩子

才能有所依循，在「安全」的感覺中成長。所謂「尊重

孩子」並非放任孩子為所欲為，「把孩子當朋友對待」

也不是不教他規矩禮貌，否則孩子很容易依人性傾向主張

「只要喜歡有什麼不可以」，不懂尊重父母、也不會尊重

其他人，教育學者魏世台說，她對「現代父母太常向兒女

說抱歉」很不以為然，常見職業婦女7點趕回家向兒女說

「抱歉，還沒煮晚飯」，而那些抱怨媽媽沒早點回家煮飯

的孩子都已十歲以上，還在看電視不懂做家事。



2. 及早規範



孩子從小就要管教，如果小時候不給他訂下規矩，長大

要管就會遭遇抗拒，管不動也管不住。 管教態度要前後

一致，尤其要避免和孩子討價還價，否則會讓孩子誤以為

規矩與原則都有商量餘地，一旦他們有過這樣「談判」

經驗，反而吃定父母，教養當然也成了空談。



3. 花時間與孩子相處



愛孩子、教養孩子是要和孩子相處。很多父母過份強調

親子相處重「質」就夠了，與兒女相處只是蜻蜓點水打個

照面，但當孩子碰到問題需要有人和他談談時卻不見父母

蹤影。切記問題不等人，相處有品質不能做為藉口，取代

孩子希望與父母相處的時間。心理學教授史坦伯格指出，

「較常與父母在一起的孩子一般表現都比較好。」



4. 控制電子媒體



研究發現美國22～34％的年輕受刑人有意識的模仿從電視

看來的犯罪技巧。事實上，孩子長期受到來自暴力色情的

卡通、電視影集、綜藝節目以至新聞報導等，各種色情、

暴力訊息制約，模仿媒體兩性親密行為，青少年學電視

主持人低俗用語，殺人而無悔意的實例屢見不鮮。 另一項

追蹤12年的研究也發現，大量收視暴力電視節目的人後來

犯罪、攻擊性及對子女嚴懲的傾向較高。「在提供性教育

方面，流行文化代替了父母、宗教與學校的功能，是現代

青少年的一大不幸，」史坦伯格慨道。美國心理學家卡倫

主張，父母應該規定孩子看電視的時間和內容，才能避免

孩子受影響。美國醫學會建議父母除了監督孩子觀看的電視

節目內容，也要將每天觀看的時間限制在2小時內。



5. 了解孩子在做什麼



孩子在家無人監護是非常嚴重的問題。大人不在，孩子確實

容易有偏差行為，例如在鄰里街坊間打破窗戶或順手牽羊。

而即使大人在家，卻不知道孩子在做什麼，一樣非常危險，

有小學生打色情電話，青少年上網下載色情圖片，網上交友

被誘離家等等，都是家人在家關起門來做的。但是，如果能

先安排好孩子的課後活動，並且善用家人、鄰居、朋友等

後援力量支持，即使雙薪家庭一樣可以放心。



6. 不要誤解「維護孩子自尊心」的真義。



真正的「肯定個人自尊」，應來自他真的達成某些挑戰，

而不是凡事必讚美。少棒隊員未盡外野職守，即使隊伍拿

名次，他仍不能共享光榮。戴門教授認為很多父母動輒把

孩子當星星捧上天，使得「維護孩子自尊」一詞失去真正

的意義。美國父親協會宏恩指出，太受保護的孩子無法

自己解決問題。有些父母為了讓孩子在快樂中成長以致過份

呵護孩子，即使孩子沒特別努力也大聲讚賞，反而使得孩子

缺乏從錯誤與挫折中學習如何處理困難與自己情緒的機會。

許多專家認為，孩子需要的是適當的自尊，否則，一旦承受

不住挫折，輕則頹喪憂鬱，重則自傷傷人。憂鬱症年齡層

逐漸往青少年移動，自殺成為風潮，是全球父母都應注意的

警訊。

轉載: 分數與人生

轉載: 分數與人生

作者: 鎮東國小．李儀榮

出處: http://guidance.ylc.edu.tw/index.php3?proc=show&item=27&s_item=37&gc_id=835



我同事幼稚園老師說：小朋友每天回家，不要問他今天學了什麼？

最好問他今天高不高興、快不快樂，因為他高興的話，讀到博士都

沒問題如果不快樂的話，小學能讀完，家長就要偷笑了。





這幾篇文章給人很大的啟發，每個成長中的孩子，尤其在現今競爭

激烈的台灣，每個孩子不都為了課業壓力所苦，希望每個『未來』

的父母，或現今已是為人父母者，對自己的孩子多些鼓勵、讚美，

包容他的不完美吧！



[零分背後]



一位中學生拿了一張「零分」的考卷給媽媽簽名，那孩子的母親

仍保持著笑容說：「兒子呀！你就是這麼乖，老師說要蓋章，你就

一定會拿來蓋章。你是個好孩子！」而後她問兒子題目難不難呢？

兒子竟說：「不難呀！因為老師說：『考卷寫好可以去打籃球。』

以我的速度，寫好了，球場必定已客滿了，所以我只寫了名字就去

打球了。陽光又好，球場上那時只有我一人，好愉快喔！反正考卷

一定會發下來，回家再寫也是一樣。」媽媽終於明白零分之後的

另一段插曲；兒子不在乎當時的分數，認為只要事後弄懂題目即可。

真是灑脫！這是源於他媽媽常說的「事後把考題全弄懂，跟考滿分

的人一樣棒。」的觀念在這個家只有包容與讚美。兒女們經常把

學校的大小事帶回來與爸媽共同分享。



有一次姊姊數學只考八分，氣得不想讀普通高中，想轉到高職去。

媽媽說從前大專聯考，被錄取者也有人數學是個位數的。只要有

分數就有希望。女兒在媽媽的鼓勵下，八分、十六分、逐步的往

前進，終於在高三下學期初就甄試上了大學。





[少一分，敲一下頭]



班上另一位高材生就沒有這位小孩這麼快樂。高材生常為九十九分

而悶悶不樂。因為他的媽媽是個完美主義者，常說：「你怎麼這麼

笨呀！幫你溫習了一晚，還如此粗心，掉了一分。」少一分，回家

可是要被敲一下頭的。並且一百分與九十分所領的零用錢相差好幾

倍！再說聯考，差一分說不定就輸了幾個人哩！孩子在這家中難得

有笑容。全家的情緒與孩子的分數息息相關。





[最後一名，好棒]



一位功課老是掛車尾的小學二年級學生，有一天，拿了一張九十分

的小考考卷，興沖沖的跑回家告訴媽媽。媽媽開心的把它框起來，

掛在客廳。晚上，一向成績很好的姐姐問弟弟：「班上有沒有人考

一百分呢？」弟弟回答說：「好多人呀！」姐姐又追問他，有沒有

人九十分以下呢？弟弟笑著說：沒有啦！」 姐姐暗自好笑，原來

弟弟是最後一名呢！



父親出差回來，看到弟弟的成績，開心的說：「我的兒子進步好多！」

奶奶每天飯後，看著九十分的考卷就露出滿足的笑容，親朋好友

來了，就讚美這孩子。這個男孩子覺得日子過得好快樂，好有成就

感，開始每天更用心在書本上，功課扶搖直上，令同學刮目相看，

老師也為之震驚，為何一個老是掛車尾的孩子竟突然力爭上游！



今日的台灣，如果家有在學的孩子，分數就常會影響著家庭的氣氛及

親子的關係。能真正掌握自己的心情，不受分數影響的人很少。但

分數真有那麼重要嗎？分數之外，孩子要走的路，還很長。

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Dinosaurs Image Directory;




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Dinosaur Coloring Pictures;

Ethnography--principles in practice

Synopsis (Retrieved from : http://www.amazon.co.uk/Ethnography-Principles-Practice-Martyn-Hammersley/dp/0415086647)

Ethnography provides a systematic and coherent account of ethnographic principles and practice. Rejecting the over-simplified contrast between positivism' and 'naturalism', but also questioning more recent critiques of these positions, the authors argue that ethnography is best understood as a reflexive process. Above all, what this means is that we must recognise that social research is part of the world that it studies. From an outline of the principle of reflexivity in Chapter One, the authors go on to discuss and exemplify the main features of ethnographic work: * the selection and sampling of cases * the problems of access * observation and interviewing * recording and filing data * the process of data analysis and writing research reports There is also consideration of the ethical issues surrounding ethnographic research.

Throughout, the discussion draws on a wide range of illustrative material from classic and more recent studies in Britain, America and elsewhere.



p1_Marshall and Rossman(1989)list six forms of qualitative research, while in the field of education Jacob finds seven or eight distinct qualitative paradigms in the United States (Jacob 1987),and similar diversity is to be found in British work in that field (Atkinson et al. 1988).



Product details:

Authors: Hammersley, M., & Atkinson, P.

Paperback: 336 pages

Publisher: Routledge; 2Rev Ed edition (1994)

Language English

ISBN-10: 0415086647

ISBN-13: 978-0415086646

Product Dimensions: 21.4 x 13.2 x 2 cm

Blended Learning

Retrieved from "http://en.wikipedia.org/wiki/Blended_learning"

=======================================================

Blended Learning is the combination of multiple approaches to learning. Blended learning can be accomplished through the use of 'blended' virtual and physical resources. A typical example of this would be a combination of technology-based materials and face-to-face sessions used together to deliver instruction.



One of the earliest papers to use the term Blended Learning was published in 2002 by Bernard Randall, T Elangovan and Steven Lim detailing their experience with mobile phones as a learning aid.



Blended Learning is learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and founded on transparent communication amongst all parties involved with a course. (Heinze, A. and C. Procter (2004).



A good example of blended learning would be to give a well-structured introductory lesson in the classroom, and then to provide follow-up materials online. Guidance is suggested early in the process, to be faded as learners gain expertise (Kirschner, Clark and Sweller, 2006).



Blended learning often refers specifically to the provision or use of resources which combine e-learning (electronic) or m-learning (mobile) with other educational resources. Some would claim that key blended-learning arrangements can also involve e-mentoring or e-tutoring.



VLEs(Virtual Learning Environment) have been a major growth point in the ELT(English Language Teaching) industry over the last 5 years.

They are developed either as an externally-hosted platforms onto which content can be exported by a school or institution (examples being Moodle, 'Worldwide Web Course Tools, WebCT' or the 'Blackboard' VLE)

or as content-supplied, course-managed learning platforms (an example being 'Macmillan English Campus'). The key difference is that the latter is able to support course-building by the language school. This means that existing learning pathways are supported by games, activities, listening exercises and grammar reference units online.





Wikibooks:Blended Learning in K-12

Bullying_談校園暴力

Bullying




資料來源:

http://www.parentscentre.gov.uk/educationandlearning/schoollife/ifthingsgowrong/bullyingproblems/



Bullying can happen anywhere. This site offers advice

to parents who are concerned that their child may be

affected by bullying at school. Bullying is unacceptable

and parents, teachers and others working with children

all share responsibility for tackling it.



**************************************************************

Identifying the problem and dealing with it



One of the most difficult times in a child's school life

can be if they are bullied. Bullying can be defined as

deliberately hurtful behaviour, repeated over a period

of time, where it is difficult for those being bullied

to defend themselves. The three main types of bullying

are:



* physical (e.g. hitting, kicking, theft)

* verbal (e.g. name calling, racist remarks, being

called a chicken)

* indirect (e.g. spreading rumours, excluding someone

from social groups)



**************************************************************

Signs to watch out for



Parents and families are often the first to detect

symptoms of bullying, though sometimes school nurses

or doctors may first suspect that a child has been

bullied. Common symptoms include headaches, stomach

aches, anxiety and irritability. It can be helpful

to ask questions about progress and friends at school;

how break times and lunchtimes are spent; and whether

your child is facing problems or difficulties at school.

You should trust your instincts if your child is acting

out of character at home and contact the school

immediately.



**************************************************************

What you should do if your child is being bullied



It is required by law that your child's school has an

anti-bullying policy which sets out how it deals with

incidents of bullying. You have a right to know about

this policy which is as much for parents as for staff

and pupils.



If your child tells you they are experiencing bullying

at school, there are certain people you can speak with

in order to resolve the problem. Initially, you should

write to the head teacher and express your concerns.

Try to work and resolve the issue. If that does not help,

you could then write to the Chair of Governors, and then

to the local authority (LA). If the problem still remains

unresolved, the Department for Education and Skills can

investigate the allegations with the school.



**************************************************************

Help your child's school deal with bullying



Parents have an important role to play in helping schools

deal with bullying. What you can do to help is:



* whenever the anti-bullying policy at your child's

school is reviewed, think about contributing your

ideas to the consultation process.

* watch out for signs that your child is being bullied,

or bullying others.

* discourage your child from using bullying behaviour

at home or elsewhere.



If a child is being bullied, they can get free advice

and support by calling ChildLine on 0800 11 11, 24 hours

a day, seven days a week. Another useful site is

Bullying Online.(http://www.bullying.co.uk/)



**************************************************************

If your child is bullying



Often parents are not aware that their child is the one

involved in bullying. This can be embarrassing for you,

but it is important to remember not to become angry with

your child. Try to stop their bullying by:



* talking with your child. Let them know what they are

doing is unacceptable and making other children unhappy.

* discourage other family members from bullying behaviour,

or from using aggression or force to get what they want.

* show your child how they can join in with other children

without bullying.

* make an appointment to see your child's teacher or form

tutor and explain the problems your child is experiencing.

* discuss with the teacher how you and the school can stop

them bullying.

* regularly check with your child how things are going

at school.

* give your child lots of praise and encouragement when

they are cooperative or kind to other people.



Find out more information and advice on how you can deal with

bullying from the Department for Education and Skills'

anti-bullying website.(http://www.dfes.gov.uk/bullying/)





**************************************************************

MMORPGs as a "Public Space"

MMORPGs as a "Public Space"

Retrieved from "http://www.digra.org:8080/Plone/dl/db/05164.45486.pdf" on 16/01/2008



The Similar Eye: Proxy Life and Public Space in the MMORPG

By:Julian Holland Oliver

171 Proceedings of Computer Games and Digital Cultures Conference,ed. Frans Mäyrä. Tampere: Tampere University Press, 2002.





(171)We must begin to think of the MMORPG as a public space. More importantly it provides tools for thinking how this rich platform for human interaction is actually produced.



(172)Game-play in an MMORPG is in this way constantly affirming, historicizing and complexifying inter-animations of the agent in a place, whose whole momentum is to be capable enough for the world.


(173)The exercising of these skills in turn affirms individual’s value within the context of the group.

(173)The players of an MMORPG are united in interest by way of similar predicament. This ‘world opposition’ in turn gives benevolence a utility; gamers in an MMORPG soon find themselves helping other gamers as a means of ensuring prolonged and successful game-play.

(173)But action, or the practices of people, has never been enough to produce
a public space.

(173-174) According to Gibson, cyberspace is about total immersion in the media itself, ultimately in order to take the agent away from all encounters with daily life: “a consensual hallucination ... the point at which media (flows) together and surrounds as ... the ultimate extension of the exclusion of daily life. With cyberspace ... you can literally wrap yourself in media and not have to see what is really going on around you” [19].

(174)Within the dominant configuration of productive opposition in MMORPG game worlds we find an interior zoned with other ‘dispositions’ of landscape. These can largely be broken down to the zones of city (settlement), quest, and wilderness. a)_Cities or settlements are where game-play begins, resources are most concentrated. b)_Wild is the realm of the game world nature / super-nature. c)_Quests are areas dedicated to objective driven game-play.

(175)When the character dies or resources run out they are forced to return to the city or settlement to gather items and recoup lost health.

(175)The wild of the world is unstable, unsafe, populated by storms, surprises and death...Cities and settlements therefore become safety zones, where players recoup equipment, find team members, and re-address failed efforts...At some point, co-habitation, regardless of moral alignment becomes an inevitable function of game-play; the city or settlement must be the first and final fold. This is how MMORPGs have, at their very core, a mechanism that produces and supports the formation of public-space.

(175)In her thesis, “Inhabiting the Virtual City,” Judith Donath asserts--There are parallels both between real-world cities and virtual environments as well as between real-world architect and virtual system designers. Both real-world and virtual cities are (or should be) vibrant gathering places of people, centers of commerce and entertainment. [8]

(176)

MMORPGs

MMORPGs_retrieved from http://en.wikipedia.org/wiki/MMORPG 15/01/2008



Massively multiplayer online role-playing game (MMORPG) is a genre of online computer role-playing games (CRPGs) in which a large number of players interact with one another in a virtual world.



As in all RPGs, players assume the role of a fictional character (most commonly in a fantasy world),[1] and take control over many of that character's actions.[2] MMORPGs are distinguished from single-player or small multi-player CRPGs by the number of players, and by the game's persistent world, usually hosted by the game's publisher, which continues to exist and evolve while the player is away from the game.



MMORPGs are very popular throughout the world, with combined global memberships in subscription and non-subscription games exceeding 15 million as of 2006.[3] Worldwide revenues for MMORPGs exceeded half a billion dollars in 2005,[4] and Western revenues exceeded one billion USD in 2006.[5]





Depending on the number of players and the system architecture, a MMORPG might actually be run on multiple separate servers, each representing an independent world, where players from one server cannot interact with those from another. In many MMORPGs the number of players in one world is often limited to around a few thousands, but a notable example of the opposite is EVE Online which accommodated around 200,000 players in the same world as of August 2007 and 41,690 users online in December 2007.[10]



Ultima Online, released in 1997, may be credited with first popularizing the genre,[11] though Nexus: The Kingdom of the Winds was primarily responsible for mainstream attention throughout Asia which was released in 1996, about a year earlier than Ultima Online. It was EverQuest that brought MMORPGs to the mainstream in the West.[11]



Sherry Turkle, a clinical psychologist, has conducted interviews with computer users including game-players. Turkle found that many people have expanded their emotional range by exploring the many different roles (including gender identities) that MMORPGs allow a person to explore.[13]



Many players report that the emotions they feel while playing an MMORPG are very strong, to the extent that 8.7% of male and 23.2% of female players in a statistical study have had an online wedding.[16]



Other researchers have found that the enjoyment of a game is directly related to the social organization of a game, ranging from brief encounters between players to highly organized play in structured groups.[17



Game publishers usually prohibit the exchange of real-world money for virtual goods. However, a number of products actively promote the idea of linking (and directly profiting from) an exchange. Some players of Second Life have generated revenues in excess of $100,000.[24] However, in the case of Entropia Universe, the virtual economy and the real-world economy are directly linked. This means that real money can be deposited for game money and vice versa. Real-world items have also been sold for game money in Entropia.



Some of the issues confronting online economies include:



* The use of "bots" or automated programs, that assist some players in accumulating in-game wealth to the disadvantage of other players.[25]

* The use of unsanctioned auction sites, which has led publishers to seek legal remedies to prevent their use based on intellectual-property claims.[26]

* The emergence of virtual crime, which can take the form of both fraud against the player or publisher of an online game, and even real-life acts of violence stemming from in-game transactions.[27]



Trends as of 2008

One of these developments is the raid group quest, or "raid",[36] which is an adventure designed for large groups of players (often twenty or more).!!paul!!

Another is the use of instance dungeons. These are game areas that are "copied" for individual groups, which keeps that group separated from the rest of the game world.

Increased amounts of "Player-created content" may be another trend.[37]

The use of licenses, common in other video game genres, has also appeared in MMORPGs.

The introduction of free trials, making titles into shareware, has also become more common, as developers expect that players will become "hooked" by their worlds and begin to pay for them.

Another trend that has shown great presence in MMORPGs is "player-driven" gameplay. Player-driven gameplay relies on the players themselves for events and wars, instead of having these things come from non-player characters (NPCs).



the average MMORPG development project requires enormous investments of time and money, and running the game can be a long-term commitment. As a result, non-corporate (or independent, or "indie") development of MMORPGs is less common compared with other genres.



The Multiverse Network is also creating a network and platform specifically for independent MMOG developers.[41] The Torque MMO Kit can be used to create massive multiplayer online roleplaying games and is intended for indie developers who can't afford or don't want to pay for expensive engines. [42]

Changing Teachers, Changing Times--Andy Hargreaves 1994

Changing Teachers, Changing Times--Teachers' Work and Culture in the Postmodern Age

By Andy Hargreaves 1994, Cassell, UK



ix_Practice-orented research lead to a deeper understanding of educational practice and how to improve it.



ix_understand how teachers grow and develop.



4_Struggles of teachers:

__A_the pressure of postmodernity are felt.

__B_innovations multiply as change accelerates, creating senses of overload among teachers and head teachers.

__C_the collapse of moral certainties.

__D_the methods and strategies teachers use are constantly criticized as scientific certainties lose their credibility.



5_The substance of change:

__A_prepare the generation for the future.

__B_global competitiveness

__C_economic regeneration

__D_be expected to help rebuild national culture and identities

__E_multicultural migration

__F_resurrect traditional values and senses of moral certainty

__G_severe fiscal restraint



8_Current patterns of educational change is a powerful and dynamic struggle between two immense social forces: those of mondernity and postmodernity

__mondernity:

____rational scientific process

____overnature technology

____control and improve the human condition.

__postmodernity:

____fast, compressed, conplex, and uncertain.

____placing old ideological certainties in disrepute.

____smaller goods, on demands, information and images more than products.

____blurring of roles and boundaries. Flexible accumulation.

____the needs for empowerment and interpersonal relationship are increased; the security and continuance are decreased.



11_The involvement of teachers in educational change is vital to its success.



11_Do not ignore, misunderstand or override teachers own desires for change.



13_

48_

49_

50_

52_

59_

77_

82_

95_

96_

97_

99_

103_

107_

108_

109_

112_

120_

四年級96學年度上學期能力指標(成績單評量項目)

style='mso-bookmark:OLE_LINK1'>國語style='mso-bookmark:OLE_LINK1'>

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會查辭典，並能利用辭典分辨字義。

能辨識基本文體的特色及寫作方式。

能了解分號、破折號的用法。lang=EN-US style='font-size:11.0pt;mso-fareast-font-family:標楷體'>

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能做長度、容量、重量等單位的換算語計算。

認識三角形，並能用量角器正確測量各角的角度。style='mso-bookmark:OLE_LINK1'>

會做乘數、除數為二位數的直式計算，以解決生活中的問題。style='mso-bookmark:OLE_LINK1'>

能以平方公尺、平方公分為單位進行面積的實測與換算活動。style='mso-bookmark:OLE_LINK1'>

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能指出地圖上家鄉的位置，並了解地圖的符號。

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認識家鄉的自然環境與人文史蹟。lang=EN-US style='font-size:11.0pt;mso-fareast-font-family:標楷體'>

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能與人合作，並能表達自我以及與人溝通。style='mso-bookmark:OLE_LINK1'>

能操作簡易的家庭工具及家電用品，並學會簡易家事。style='mso-bookmark:OLE_LINK1'>

能了解生活週遭的環境問題，覺知環境與個人身心健康的關係。style='mso-bookmark:OLE_LINK1'>

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經由觀察結果了解月相的改變有規則性。

經由實際觀察、資料蒐集與報告，來了解水中生物的特性。style='mso-bookmark:OLE_LINK1'>

經由實驗能了解影響鹽溶解量的因素。

用電線、電池和燈泡做出兩種不同的連接方式，讓小燈泡發亮。style='mso-bookmark:OLE_LINK1'>

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能自然流暢的演唱各單元的歌曲。lang=EN-US style='font-size:11.0pt;mso-fareast-font-family:標楷體'>

能運用肢體動作展現創意，並養成欣賞演出的專注力。lang=EN-US style='font-size:11.0pt;mso-fareast-font-family:標楷體'>