1、洪榮昭 個(gè)人簡(jiǎn)介學(xué)歷：美國(guó)伊利諾伊州州立大學(xué)(University of Illinois, Champaign-Urbana) 教育博士現(xiàn)任：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 編審經(jīng)歷：2010present中華創(chuàng)意發(fā)展協(xié)會(huì) 理事長(zhǎng)2003present中衛(wèi)中心創(chuàng)意生活產(chǎn)業(yè)評(píng)審委

2、員1984present臺(tái)灣師范大學(xué)工業(yè)教育學(xué)系創(chuàng)意發(fā)展課程教授2008/082009/07臺(tái)灣師范大學(xué)研究發(fā)展處研發(fā)長(zhǎng)2003/082005/07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)1998/021998/06國(guó)立新加坡大學(xué)管理學(xué)院客座教授19982010中華創(chuàng)意發(fā)展協(xié)會(huì) 秘書(shū)長(zhǎng)19982003南僑集團(tuán)學(xué)習(xí)組織執(zhí)行顧問(wèn)團(tuán)召集人19921998中華人力資源發(fā)展協(xié)會(huì)秘書(shū)長(zhǎng)< 近期期刊論文發(fā)表 >Hong, J. C ., Hwang, M. Y., Wang, C. K., Hsu, T. F., & Chen. Y. J. (2011). Effect of self-

3、worth and parenting style on the planned behavior in an ethic gameTurkish. Online Journal 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

4、 Technological Project Design. International Journal of Technology and Design Education.(SCI)Hwang, Ming-Yueh; Hong, Jon-Chao ; Hao, Yung-Wei; & Jong, Jyh-Tsorng (2010, accepted).A study of elders perceived usability, dependability,flowandexperiences on the embodied interactive video gamesEducat

5、ional. Gerontology.(SSCI)Horng, J. S ., Hu, M. L., Hong, J, C., & Lin, Y. C. (2011). Innovation strategies for organizational change in a tea restaurant culture: A social behavior perspectiveSocial. Behavior and Personality, (Accepted Nov. 15, 2010). (SSCI)Hong, J. C ., Yu, K.C., & Chen, M.

6、Y. (2010, accepted). Collaborative learning in technological project design.International Journal 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 Chine

7、se language learners attitudes toward online vision-based motion games.British Journal of Educational Technology. 41(6), 10431053. (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 K

8、indergarten Students.Interactive Learning Environment. (SSCI)Hong, J. C. , Hwang, M.Y., Cheng, C. L., Lee, C. K., & Chang, S. Y. (2009). Assessing the educational values of digital games.Journal of Computer-assisted Learning, 25(5), pp. 423437. (SSCI)Hong, J. C. , Hwang, M.Y., Lu, C.H., Cheng, C

9、.L., Lee, Y.C., & Lin, C.L. (2009).Playfulness-based design in educational games: A perspective on an evolutionary 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

10、Shin-Tai Elementary School.Educational Gerontology, 34, 1018-1033. (SSCI)Hong, J. C. , Hwang, M. Y., Sheu, L. C., & Lee, C. K. (2009). Perceived competency disparities between pre-service training and job demands of primary school administrators. Journal of Research in Education Sciences, 54(3),

11、 29-52. (TSSCI)Hong, J.C. , Horng, J. S., ChanLin, L. J., & Lin, C. L. (2008). Competency disparity between pre-service teacher 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 Why鷹”架式提問(wèn)提升小學(xué)學(xué)

12、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 train primary pre-service science teachersUS.-China Education Review, 5(12), 47-53.Hong, J. C. , Lin, C. C., & Lin, Y . L. (2007). Operating a successful PowerT

13、ech creativity contest. The Journal of Technology Studies, 33(1), 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)。(TSSCI)Chanlin, L. J., Hong, J. C. , Horng, J. S., Chang, S. H., & Chu, H. C. (2006). Factors influencing technology integration in teaching: Assessment among crea

14、tive 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 o

15、rganization innovation: Case analysis of ten innovative enterprisesIn. B J?stingmeier, & H. J. Boeddrich (Eds.), Cross-cultural innovation (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

16、your organization. In M. Fryer (Ed.), Creativity & cultural diversity (pp. 56-68). Shipley, West Yorkshire: Shipley Print Company.< 近期研討會(huì)文章發(fā)表 >Hong, Jon-Chao; Hwang, Ming-Yueh; Wang, Chun-Kai (2010). Gender Differences in Social Exchange through Discourse Analysis at a Coop-competitive Web

17、 Math Game數(shù).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 Acceptance. 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 In

18、terest: A Case Study in Embodied Interactive Video Games for Kindergarten Children. 2010 Third International Conference on Education Technology and Training (ETT 2010), 武漢，中國(guó)。 .Hong, J. C., Li, M. H., & Chen, J. Y. (2009). The Innovative Approach of Science and Technology Learning A Case of POWE

19、R TECH Contest. International Science Education Conference 2009 (ISEC), Singapore.Hong, J. C., Li, M. H., & Chen, J. Y. (2009). Science Argumentation in Computer-Supported Situated Learning. International Science Education Conference 2009 (ISEC), Singapore.Hong, J. C. (2009). Designing animation

20、 and interactivity to attract young players. Conference: ED-MEDIA 2009 - World Conference for Educational Multimedia, Hypermedia & Telecommunications. Hawaii, USA.Hong, J. C., Lee, C. K., Wu, C. P. and Hu, .YP. (2009). Inquiry learning and digital scaffolding using situated case-based science kn

21、owledge. Conference: the Eighth International Association of Science and Technology for Development (IASTED). Phuket, Thailand.Hong, J. C., Aye, C. H., & Hwang, M. Y. (2008). Promoting educational games in elementary schools. E-CASE , Bangkok, March 27-29, 2008.Ho, K. L., Hong, J. C., & Yu,

22、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). Planning before action: Study on Chinese radicals assembling game. IPA 17th Triennial Conference: Play in a c

23、hanging 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 engineering education. The 2007 International Conference on Engineering Education, Coimbra, Portugal.Hong, J.

24、 C., Liao, T. Y. (2007, May). A study of Taiwan teachers -worth. Internationalself Conference on Redesigning Pedagogy: Culture, Knowledge and Understanding, Singapore.Lu, C. C., Hong, J. C., & Tseng Y. C. (2007, May). The effectiveness of inquiry-basedlearning by scaffolding students to ask “ 5

25、why ” questions. International Conference on Redesigning Pedagogy: Culture, Knowledge and Understanding, Singapore.Hong, J. C., & Lo, Y. F. (2007, May). A study of teachers perceived values on professional development. International Conference on Redesigning Pedagogy: Culture, Knowledge and Unde

26、rstanding, 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. International Conference on Redesigning Pedagogy: Culture, Knowledge and Understanding,

27、 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, Knowledge and Understanding, Singapore.Huang, M. Y., Hong, J. C., Yang, T. Y., Chang, Y.

28、 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, C. L., & Chen, J. H. (2006, November). Content design principles in educat

29、ional 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. Paper presented at ManagementtheR&D Conference 2006 Taiwan, Taiwan

30、.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. L., & Cheng, C. M. (2005, September). A study of the

31、 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 developing a creative thinking measurement in the dra

32、wing 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 presented at the meeting of Redesigning Pedag

33、ogy: Research, Policy, Practice, Singapore.< 近期研究項(xiàng)目>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。2008/10/31。No. NSC 96-2515-S-003-013.2007/11/01 水晶計(jì)劃：以工廠(chǎng)為資源中心之教學(xué)成效研究。2006/08/01 2009/07/31。No. NSC 95-2511-S-003-012-MY3.2006PowerTech 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 。 No. NSC95-2515-S-003-008. 2006/08/01 2007/07

34、/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。2006/11/01 2007/10/31。No. NSC 95-2515-S-003-017.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。2006/08/01 / 2007/07/31。No. NSC 95-2511-S-003-022.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-總計(jì)劃。No. NSC 94-2511-S-003-031.2005/08/01 2006/07/31。2006 臺(tái)灣參加印度世界青少年發(fā)明展。

35、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。2004 全國(guó)創(chuàng)意教學(xué)獎(jiǎng)。 No. NSC 93-2515-S-152-002.2004/

36、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. NSC93-2515-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 2005/11/30。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(pán)。 No.

37、 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(kāi) 發(fā)計(jì) 劃 。 No. 98-EC-17-A-29-S2-0141. 2009/06/01 2010/05/30。< 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(lèi)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

38、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(xiàn)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(lèi)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(lèi)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 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

39、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、好創(chuàng)作的下一代。2. 推廣：為推展發(fā)明創(chuàng)作風(fēng)氣， 激

40、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)天做，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(kāi)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 Power Tech 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(mén)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(zhuān)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(lèi)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，增進(jìn)代間互動(dòng)、增進(jìn)學(xué)校與小區(qū)間的相互融合，以減少因疾病造成之異常行為