Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/104648
Title: 不同規模學校之文化及教師資訊融入教學的現況差異-以臺北市公立國中自然與生活科技領域教師為例
An Investigation of Interactions among School Culture, School Size, and Teachers’ Integration of Technology at Junior High Schools in Taipei City
Authors: 吳心楷
Hsin-Kai Wu
徐毓襄
Yu-Hsiang Hsu
Keywords: 學校規模
學校文化
資訊融入教學
school size
school culture
teachers’ integration of technology into instruction
Issue Date: 2008
Abstract: 本研究目的為從學校文化的觀點,探討不同規模國民中學科學教師資訊融入教學的現況差異。透過問卷調查、半結構訪談、學校參觀、相關文件收集獲取研究資料。以班級數區分學校規模,抽取臺北市公立國中各規模學校總數的60%,共計36所進行問卷調查,並選擇其中9所國中進行訪談與參觀。 研究之問卷主要用以探討不同規模學校教師資訊融入教學的差異情形,內容分為五個向度:「實務」、「態度」、「信念」、「需求」、「資源」。單因子變異數分析顯示,五個向度整體為小規模學校高於大規模學校,(F.95(2, 397)=3.31, p<.05)。從質性資料來探討學校文化以瞭解規模間差異的可能原因,發現教師教學的價值觀與資訊融入教學有較直接的關連,強調課業表現的價值觀與教師不採行資訊融入教學有關連,以中、大規模學校較明顯。而在規模偏小的學校裡,重視學生學習困難的情形較普遍,考量資訊融入教學有助於學生學習,教師較樂於採行。然而不論學校規模大小,皆顯現對於學生輔導與管理的重視,並可對應教師的資訊融入教學實務,多數教師維持教師中心的模式。 教師與同儕、行政人員之間溝通與支援的狀況也可能與其資訊融入教學實務有關,而不同規模學校在此議題上各有優勢。中、小規模學校教師同儕多樂於彼此溝通與支援,頻繁的互動行為有助於資訊媒材與教學經驗的分享。大規模學校教師同儕傾向彼此獨立的情況較普遍,而行政人員給予教師的支援較充分。行政人員的支援行為多為情緒上的鼓勵和技術上的支援,較少直接影響到教師的教學實務。行政支援教師的狀況亦反映在學校資訊設備的管理調配上。整體而言,規模偏小的學校有利的文化因素多於規模偏大的學校,與問卷結果相呼應。 本研究中探討的資訊設備多寡與學校規模沒有明顯關連,由整體教師資訊融入教學實務和需求可以了解,現階段國中科學教師最迫切需要的資訊設備為單槍投影機。若能設置有定點資訊設備搭配普通教室課桌椅配置的多媒體教室,降低教師對資訊設備架設以及學生課堂秩序混亂的顧慮,可能有助於提升教師資訊融入教學的意願。
The purpose of this study is to investigate differences on school culture and teachers’ integration of technology at junior high schools with different school sizes. Multiple sources of data were collected including questionnaire data, interviews of science teachers and administrative staff, observations of school visits, and school documents. The ANOVA analyses of the questionnaire data showed that science teachers at small schools were more likely to use technology for instructional purposes. These teachers’ positive attitudes may be attributed to the school culture that emphasized the importance of helping students overcome learning difficulties and encouraged communication and collaboration among teachers. On the other hand, science teachers at large and medium-sized schools tended to put more emphasis on students’ achievement on standardized tests and to view using technology as not useful and too time consuming. However, there were also cultural factors that supported teachers’ integration of technology into instruction at large schools. The teachers at large schools usually received more emotional encouragement and technical support from their administrative staff who were more responsive to the teachers’ needs, although the administrative support did not necessarily affect teaching practices. Together the results suggested that the school culture at small schools seems to encourage teachers to integrate technology into instruction.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&amp;s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0694450015%22.&%22.id.&amp;
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/104648
Other Identifiers: GN0694450015
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