Game Selection Method for Game-Based History Learning

Games that are used in research on game-based learning and serious games that are used for education are usually exclusive,making it difficult for teachers to attempt new methods in education.According to the data published in 2009 by the European Schoolnet(EUN),a network of European Ministries of Education,most of the problems that teachers face when using games in class are related to game selection.Based on the aforementioned data,this study presents a set of criteria for selecting games in order to solve the inconvenience experienced by teachers.The games,which are used as teaching materials for game-based learning,have been replaced with commercial games that are easily purchased,rather than serious games that are difficult to obtain the licensing.Based on the criteria,two games were selected in this study and the classes were conducted at the educational site.Compared to the group trained with textbooks,it has been confirmed that the effect of game-based learning was sufficient.In addition,five out of ten problems that teachers face were resolved.

Studying History Education of High School in Taiwan by Causal Layered Analysis

After the 21st century,high school history learning will focus on teachers promoting the twelve-year state education.In recent years,in line with the changes in the new 108-year social curriculum,supporting strategies have been proposed:such as literacy orientation,inquiry and practice,learning process archives,and the structural direction of the controversial Chinese history into East Asian history.Historical learning has indeed had a great impact on the people’s national spiritual education and the development of historical consciousness in Taiwan’s education policy.This is the reason Taiwan’s Ministry of Education strives to improve students’historical literacy and connotation application abilities.When developing a learning policy,both external and internal learning factors need to be considered.The external aspect deals with the reasons for learning:Is learning for the purpose of using or accumulating historical wisdom in daily life to learn from the past and the present,on the other hand,to test the content of the course and the degree of absorption;or is it specifically for exams or other enlightenment purposes.The internal aspect involves those most affected by the policy:students and teachers.After studying and observing high school history learning policies for decades,some alternative future visions for history learning were found in the method of reflection on future research-the conclusion is that history is interestingly revitalized,and the preferred future is thematic history.According to the famous futurology scholar Sohail Inayatuallah’s proposal:the causal layering model.It helps understand how Taiwan’s historical policies operate.And how teachers and students on the front line respond to changes and take future actions.The key is to change the future:in the process of building an alternative future,whether the internal and external mix has changed or whether you want to try new things and expand your horizons.In fact,the difficulty of teaching lies in students’cooperation and conscious learning.Therefore,in the analysis of learning through alternative futures,is it possible to distinguish between internal and external situations and methods such as:1.Internal:Is education centered on teachers?Or is it student-centered?2.External:Does the Ministry of Education prioritize testing,or encourage teachers to adopt interactive communication and integrate education into the curriculum?Therefore,what is the function and inspiration of studying high school history and life?If thematic history teaching is used:teachers can use thematic learning methods to help students focus on causal relationships,the causes of turning points,or the evolution process of the beginning and end of events.This is more advantageous for testing based on the application topic,and it is easy to test how much understanding and understanding of history?Has an activating effect.By studying history in high school,using the“CLA(Causal layered analysis)”method of future studies,you can enter the stage of worldview exploration with the goal of improving professional depth and emotional level,and use it in your own understanding and utilization of history.Based on research,some insights into the prospects and thinking of learning history in high schools are provided:1.Facing the impact of declining birthrate,Taiwan needs a macro perspective to improve its future competitiveness and look forward to a new perspective on world history,using futuristic cause-and-effect level analysis to combine world changes with daily life applications.2.The study of history in high schools should go into a systematic construction:understand its cause-and-effect relationships and global trends,so teachers play a professional and future role in controlling the use of new information and technology.3.In the future,humans may develop more“intelligent”needs.As a reference from history or to explore the preferred path for the future,there will also be a greater need to innovate and meet challenges.4.Studying high school history has entered the professional field.Through self-exploration,it can be transformed into life affairs and establish the concept and value of lifelong learning.5.In studying the“history of high school learning”,have new prospects for the future of education.Through professional knowledge such as“trend theory and causal hierarchy analysis”of futurology,pursue new horizons and visions,making future education full of hope and possibility.

At the Beginning of Learning Studies There Was the Maze

A generally forgotten means of observing the developmental stages of scientific psychology is the study of maze devices. Considered in ancient times as a symbol of the process of moving in the direction of knowledge, the labyrinth, or maze, was at the centre of psychologists’ attention from the end of the 19th century. The current paper aims to reconstruct the history of the early years of maze learning, starting from the original interests of the experimenters in brain physiology or in mental evolution, and to examine how the experiments they designed continued to be important in the general theory of learning throughout the 20th century: maze studies helped uncover general principles about learning that can be applied to many species, including humans. At the beginning of the 21st century the question has become: what parts of the brain are used for spatial learning and memory, as shown by the Morris water maze, which is very popular in studies of behavioural neuroscience.