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王曾敬梅

副教授
基本資料 研究成果
    • 職稱
      副教授
    • 聯絡電話(公)
      049-2910960#2728
    • 電子信箱
      chingmei.tseng@gmail.com
    • 專長
      動機與情緒/認知與學習心理學/科技輔助學習/跨文化溝通
    • 於本校年資
      西元2016年08月起
    • 學歷
      博士：
      美國愛荷華大學教學研究所(Department of Teaching and Learning, The University of Iowa)　
      碩士：
      美國愛荷華大學(Department of Quantitative and /psychological Foundations, The University of Iowa)
      國立政治大學教育研究所
      學士：
      國立臺灣大學生命科學系（輔系：心理學）
    • 專業證照
      助理教授證
    • 經歷
      國立暨南國際大學國際文教與比較教育學系副教授 (2022.08~)
      國立暨南國際大學國際文教與比較教育學系助理教授 (2016.08~2022.07)
      中央研究院助理研究員（2014.08～2016.07）
      Researcher, University of California San Francisco（2012.08～2014.05）
      Research Scientist, Harvard Medical School（2011.02～2012.07）
      Instructional Designer, Google（2009.08～2011.07）
    • 論文指導一覽：請至臺灣博碩士論文知識加值系統（請點此連結）以「指導教授」搜尋
  • 研究案：
    年度 專案名稱 補助單位
    109 應用視覺化技術瞭解學生在混成教育學習成效-以大一工程圖學課程為例 科技部
    104-107 數位合作式學習—總計畫：數位合作式學習（總計畫共同主持人） 科技部（MOST 104-4-2511-S-002 -006-）
    104-106 雲教學工具 Data Driven Education in Cloud:課程與教學平台建置與推廣研究（共同主持人） 教育部委託專案研究
    104-105 Fulbright Exchange Foundation 國小美藉英語協同教師的教學應用與文化適應（共同主持人） 教育部委託專案研究
    103-104 以正向情緒課程設計提升學生節能減碳素養(博士後研究員) 科技部（MOST 103-4-20-S-005 -002-）
    102-105 i.EDU—創新力教育平台-子計畫一：教與學之間（協同研究員） 科技部（MOST 102-2511-S-002 -010 -MY3-）
    101-102 Integrated Middle School Science (IMSS) Partnership(Researcher) NSF, USA
    100-101 Students’ Scientific Disposition and Achievement in the Argument-based Science Classrooms.（Principal Investigator） 蔣經國基金會
    96-98 Teachers’ Motivating Styles toward Students: Psychobiology of Being Controlled. Institute of Education Sciences. R305U070008. Unsolicited Research Grant. 9/1/2007-8/31/2009.
    Follow-up study was funded by the World Class University (WCU) program, the Korean Ministry of Education, Science and Technology, consigned to the Korea Science and Engineering Foundation (R32-2008-000-20023-0)
    （Co-Principal Investigator (PI: Dr. Johnmarsahll Reeve)    		  
     

    期刊論文：
    • Tseng C.-M., Hand, B., & Taylor. J.(in press). The longitudinal Effects of Life Satisfaction and Parental Involvement on the Relationship between Resourcefulness and Social-Emotional Development. Child: Care, Health and Development. xx:xx-xx. (SSCI)
    • Tseng C.-M., Chang, Y.L., Kang, S.C. (In press). The Motivations and Behaviors Influence Massive open online courses (MOOCs) Course: Insights and Challenges from a Pedagogical perspective. Learning and Intrusion. (SSCI)
    • Tseng, C-M., Chen, S.B., & Chang, W. H. (2015). Generating Testable Questions in the Science Classroom: The BDC Model. The American Biology Teacher, 77(3), 166-170. (SCI)
    • Tseng C.-M., Snow, C. & Reeve, J.(2014). Exploring the Role of Parental Involvement in the Relationship between Motivating Style and Creative Thinking among Taiwanese and American Children. The International Journal of Child and Family Welfare, 16 (2), 110-120.
    • Reeve, J., & Tseng, C.-M* & (2012). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 23(4) 34-48. (corresponding author) (SSCI)
    • Reeve, J., & Tseng, C.-M. (2011). Cortisol Reactivity to a Teacher’s Motivating Style: The biology of being controlled versus supporting autonomy. Motivation and Emotion. 35, 63-74. (SSCI)
    • 郭奕龍、曾敬梅、吳武典(2011)。教師工作偏好量表(WPI)修訂之研究。測驗學刊。 pp.45-56. (TSSCI)
    • 陳穎志, 曾敬梅, & 張文華. (2010). 探討教師角色在促進國小學童論證表現的改變-以啟發式科學寫作 (SWH) 教學為情境的四年個案研究. 科學教育學刊, 18(5), 417-442. (TSSCI)
    • Chen, Y.-C, Tseng,C.-M, Caplen, N, (2010). Conditions of student’s Argumentative Process. School Science Review, (45)2-15.
    • 吳靜吉、林偉文、林士郁、王涵儀、陳秋秀、曾敬梅、徐悅淇。(2002)。國際創造力教育趨勢及其對我國創造力教育的啟示。學生輔導，第79期，頁80-97。
    • 吳靜吉、林偉文、林士郁、王涵儀、陳秋秀、曾敬梅、徐悅淇。(2002)。國際創造力教育發展趨勢。資優教育月刊，2（1），1-25。

    研討會論文：
    • Chen, S.B., Tseng, C-M*,. & Chang, W. H.(2015). Learning Scientific Inquiry and Questioning from an Educational Simulation. Paper presented at the International History, Philosophy, and Science (IHPST), Taipei, Taiwan.
    • Tseng, C.-M., Chen, Y-.C. (2015). A Phenomenographic Investigation on the Use of Educational Game on Children’s Creative Problem-solving Process. Paperpresented at the annual meeting of the American Association of Engineering Education, Seattle,WA.
    • Tseng C.-M., Hand, B (2013). Science Writing Heuristic Approach and Childrens’ Growth in Adopting E-Book. Paper presented at the annual meeting of National Association for Research in Science Teaching (NARST), Rio Grande, Puerto Rico.
    • Tseng, C.-M., Hand, B.(2013). Understanding the Effect of Creative Curriculum Design: The Relationship Among Creative, Executive Functions and Thinking Process.  Paper presented at the annual meeting of American Psychology Association (APA), New York City, NY.
    • Tseng, C.-M., & Reeve, J. (2012) Academic engagement in High School Students: Links to Secure Attachment beyond Concurrent Perceived Teacher Autonomy Support and Psychological Need Satisfaction. Paper presented at the annual meeting of the American Educational Research Association (AERA), New York City, NY.
    • Tseng C.-M., Pinny, B., Forbes, C. (2012). Dichotomous Inquiry Practice: Characterizing Teaching Practice based on Five Essential Features of Inquiry. Paper presented at the annual meeting of National Association for Research in Science Teaching (NARST), Indianapolis, IN.
    • Tseng C.-M., Hand, B (2012). Science Writing Heuristic Approach and Childrens' Growth in Iowa Testing of Basic Skills: Three-Level Longitudinal and Multilevel Analyzes of Individual, Teacher and School Influences. Paper presented at the annual meeting of National Association for Research in Science Teaching (NARST), Indianapolis, IN.
    • Basir, A.M., Chen, Y., Chanlen, N., Tseng, C.M., Hand, B., & Norton-Meier, L. (2011) The Long-Term Transformation of Teachers in Inquiry-Oriented Classroom Dynamics. Paper presented at the annual meeting of the American Educational Research Association (AERA), Philadelphia, PA.
    • Reeve, J., & Tseng, C.-M. (2011). Cortisol reactivity to a teacher’s motivating style: The biology of being controlled versus supporting autonomy. Paper presented at the annual meeting of Association for Science Teacher Education (NARST), Minneapolis, MN.
    • Reeve, J., & Tseng, C.-M* & (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology 23(4) 34-48. (corresponding author) (SSCI). Paper presented at the annual meeting of American Psychology Association (APA), Washington D.C.
    • Tseng, C.-M., & Reeve, J. (2011) Teachers’ motivating styles toward students: Psychobiology of being controlled. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, LA.

    專書及專書論文：
    • 曾敬梅、邱柏耘（付印中）。創意６６問：孩子的藝術創造與正向潛能開發。商務出版社，台北，台灣。
    • Kang, S.C., & Tseng C.-M. (2016). Experience and Reflections on a Global Collaborative Project Team Course from the National Taiwan University. In ASCE Special Issues-Monograph :"Transforming Engineering Education through Innovative Computer Mediated Learning Technologies.”
    • Tseng C.-M., Wang. H-H., & Chen. Y.-C. (2015). Discourses and Problem-Solving: Pre-service Preschool Teachers’ Identities in Early Childhood Education and Practice. In ABCTE Special Issues: “What Counts as Knowledge in Teacher Education.” (Chap. 11, pp. 165-180). ABCTE.
    • 張玉連、曾敬梅、郭泰延、康仕仲（2014）。製作MOOC's課程的經驗與建議－以臺灣大學工程圖學課程為例。中國院校研究案例（第4輯）。華中科技大學出版社，武漢，中國。(ISBN 978-7-5680-0888-4) 
    • Ritchhart, R., & Blythe, T. (1999) 原著. Creativity in the Classroom: An Exploration. Disney Learning Partnership. 林偉文、王涵儀、曾敬梅譯（2004）。探索教室中的創造力。台北：教育部。(ISBN 265-7-5688-0654-3)
    • 吳靜吉、曾敬梅、王涵儀、林志哲、林偉文 (2004)。台灣創造力教育實施現況。 台北：教育部。
    • 吳靜吉，林偉文，陳佳秀，曾敬梅，徐悅淇 (2003)。創造力教育白皮書：國際交流趨勢。台北：教育部。
    • 曾敬梅、蔡政安、吳靜吉（2003）。創造力特質、創新行為與所知覺創造氛圍上之比較。收錄於中國心理學會創造力教育專輯。
     
     



     
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