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首页> 外文会议>Annual International Seminar on Transformative Education and Educational Leadership >Develop Character-Based Learning Model With Multicultural Scientific Approach to Increase Learning Quality in History Education
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Develop Character-Based Learning Model With Multicultural Scientific Approach to Increase Learning Quality in History Education

机译：用多元文化科学途径发展基于特征的学习模式，从而提高历史教育学习素质

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摘要

This study aims to produce a character-based learning model with a multicultural scientific approach with historical education materials and know the feasibility and effectiveness of the learning model to be able to improve the learning outcomes of history education. This type of research is a research and development consisting of three stages, namely the preparation of programs/concepts, product development and evaluation. Stages of programming/concepts include determining learning objectives, formulation of learning materials, developing learning models, determining learning strategies, and designing and formulating formative evaluations and defining applications. The second step is product development which involves making the design of character-based learning model of multicultural scientific approach through learning device, material collecting, and assembly or organizing materials. The next process is a product evaluation consisting of several stages of material expert validation and validation of media experts, individual trials, small group trials, and field trials. The test results show that the average score of the aspects of the learning model is very good, the material/content is very good and the media/display aspect is very good. The results showed that the quality of learning models with historical education materials is worth using, and can effectively improve learning outcomes.
机译：本研究旨在产生一种具有多元文化科学方法的基于角色的学习模型，具有历史教育材料，了解学习模式的可行性和有效性，以改善历史教育的学习结果。这种类型的研究是一个由三个阶段组成的研发，即编写计划/概念，产品开发和评估。编程/概念的阶段包括确定学习目标，制定学习资料，开发学习模型，确定学习策略以及设计和制定形成性评估和定义应用程序的设计。第二步是产品开发，涉及通过学习设备，材料收集和组装或组织材料制定多元文化科学方法的基于特征的学习模型的设计。下一个进程是产品评估，由媒体专家，个别试验，小组试验和现场试验的若干阶段组成，包括媒体专家验证和验证。测试结果表明，学习模式的平均分数非常好，材料/内容非常好，媒体/显示方面非常好。结果表明，具有历史教育材料的学习模式的质量值得使用，可以有效地改善学习结果。

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