學習科技影響下之師生關係研究-以臺北市一所小學為例
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2015
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Abstract
本研究旨在探討學習科技影響下的師生關係，試著對學習科技進入教師之後，為教師與學生所帶來的改變與影響，進而了解師生互動以及教師在教室當中的權力運作是否產生改變。本研究目的如下：
一、 探討小學之學習科技使用情況。
二、 探討在學習科技應用後，對教師與學生互動的影響。
三、 探討在學習科技應用後，教師在教室中權力的變化。
為達到以上目的，本研究採取質性研究，以台北市的學習科技指標學校為研究場域，挑選一個五年級班級作為研究對象，進行師生訪談輔以一個月的參與觀察。主要的研究發現如下：
一、 學習科技發展讓教與學更豐富與多元，卻又受限於某些缺失導致困境。
二、 學習科技使用引起學生學習動機提高師生之間的互動頻率。
三、 教師為學習科技運用之關鍵角色。
四、 使用學習科技後教師權力並未削弱，但學生被授予較大的自主權。
This study aimed to investigate the relationship between teachers and students under the effects of learn science and technology. We tried to learn the changes and influences for teachers and students after science and technology are involved. And then we tried to understand the changes of operational relationships among teachers in the classroom. Qualitative research is adopted in this study. The study field is the model school of study science and technology in Taipei, We chose a fifth-grade class as the object of study, and conducted depth interviews supplemented by participating observation in a month. The main findings are as follows: 1. Technology makes learning and teaching more diverse and abundant, but is limited by its defect. 2. Students’ motivation and the frequency of interaction between teachers and students are improved by science and technology. 3. The teachers are the keys of technological implementation. 4. Under the implementation of learning technology, teachers’ power does not diminish, while the students’ autonomy increases.
This study aimed to investigate the relationship between teachers and students under the effects of learn science and technology. We tried to learn the changes and influences for teachers and students after science and technology are involved. And then we tried to understand the changes of operational relationships among teachers in the classroom. Qualitative research is adopted in this study. The study field is the model school of study science and technology in Taipei, We chose a fifth-grade class as the object of study, and conducted depth interviews supplemented by participating observation in a month. The main findings are as follows: 1. Technology makes learning and teaching more diverse and abundant, but is limited by its defect. 2. Students’ motivation and the frequency of interaction between teachers and students are improved by science and technology. 3. The teachers are the keys of technological implementation. 4. Under the implementation of learning technology, teachers’ power does not diminish, while the students’ autonomy increases.
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學習科技, 師生互動, 權力關係, Learning Technology, teacher's power, teacher-pupil interaction