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新時代心理戰思想：策略與對策

為了解決Web page design temp的問題，作者張光瀚 這樣論述：

兩岸正面臨前所未有的戰爭風險，國內並同時出現「心防鬆懈」、「資訊氾濫」、「梗圖蔓延」等三大危機，在面臨中共各種軟硬兼施的心理戰攻勢作為之下，為確保台灣兩千三百萬人的身家生命安全，應予以提出相對應的對策。本論文以研究心理戰的變革為目的，運用以網路為主的國際經典心理戰案例來進行探討，區分第一、二章相關理論與傳統心理戰之分析、第三章「IS心理戰」（恐怖主義vs.反恐怖主義）、第四章「香港反送中社運心理戰」（港府及北京當局vs.香港泛民主派）及第五章「兩岸心理戰」（中共vs.台灣）等三個重大案例為研究對象，第六章「新時代心理戰」，談討箇中心理戰的特點與影響，更進一步研提因應網際網路及社群媒體所帶來的

新的心理戰變革。研究發現計「恐怖主義與反恐心理戰對抗模式」、「香港反送中心理戰對抗模式」、「兩岸心理戰對抗模式」、「衝突是因於誤解或利益，而心理戰是必爭工具及利器」、「社群媒體成為宣傳機器，也成為另類的洗腦武器」及「新時代心理戰，也就是『社群媒體攻防戰』」等六項：研究建議計「善用新時代心理戰，緩解兩岸緊張關係」、「從香港看台灣，警訊正在發生」及「台灣心理戰人才，急需增添新血」等三項。

MEETING CULTURALLY RESPONSIVE SCIENCE TEACHING (CRST): THE BELIEFS AND TEACHING PRACTICE OF PRE-SERVICE SCIENCE TEACHERS IN INDONESIA

為了解決Web page design temp的問題，作者BENI SETIAWAN 這樣論述：

This research explored and examined two components of the Indonesian pre-service science teachers' Culturally Responsive Science Teaching (CRST) approach which are their beliefs (BtCRST) and practices (PtCRST). These in turn were subsumed under the more general concept of Cultural Pedagogical Conte

nt Knowledge (CPCK) which becomes the basis for proposing a model of pre-service science teacher professional development towards culturally responsive science teaching (CRST). This study used a mixed-method research design with convergent parallel mixed methods. A pre-experimental design with one-g

roup pre-and post-test design measured the pre-service science teachers' culturally responsive science teaching in an undergraduate ethnoscience course and their practice in their subsequent microteaching course (PSSTs). One hundred seventy-nine pre-service science teachers from two public universit

ies in East Java Island, Indonesia, participated in the ethnoscience course. Sixty of them participated in the in-depth interviews which made use of a teachers' belief questionnaire and a semi-structured interview protocol. Descriptive statistics, thematic analysis, t-test, ANOVA, and multiple regre

ssion tests were used to analyze the data.There are five main results in this study, first, the analysis of the BtCRST survey identified eleven themes for the pre-test and thirteen themes for the post-test. Second, pre-service science teachers (PSSTs) from the Banten province and Central of Java (EJ

O) showed the highest level of belief in culturally responsive science teaching prior to their actual microteaching experience. Third, PSSTs from Banten province and Central Java province (EJO) were assessed to have demonstrated the highest capability in constructing teaching materials and aids such

as lesson plans, worksheets, evaluation sheets, and the summaries of lesson content. Meanwhile, PSSTs from East Java (EJS) have performed better on microteaching in the science classroom. Fourth, there is no correlation between the belief and practice of PSSTs. However, each domain of teachers' bel

iefs and teachers' practice of pre-service science teachers have a strong correlation with each other. Finally, a model of pre-service science teacher professional development was proposed following four sequences with four essential inputs. The sequence comprised driving force, plan, do, result, an

d reflect. Meanwhile, the inputs took into consideration the cultural nature of science, the cultural context for learning, cultural responsive for sustainability, and culturally responsive science teaching approach.In conclusion, the belief and the practice of pre-service science teachers have cont

ributed to the conceptualization of a proposed model of pre-service science teacher professional development.