Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/98721
Title: 資訊科技融入教學對國中教師創新教學能力之影響--以臺北縣、市為例
The Influence of Incorporating Information Technology into Teaching on Innovative Instruction Ability ─ In the Case of Junior High School Teachers in Taipei City and Taipei County
Authors: 吳明雄
WU Ming-Hsiung
吳易靜
Wu Yi-Jing
Keywords: 資訊科技
資訊科技融入教學
創新教學
九年一貫課程
資訊科技融入教學層級
information technology
incorporating information technology into teaching
innovative teaching
Nine -years Curriculum Plan
incorporating information technology into hierarchy of teaching
Issue Date: 2006
Abstract: 本研究旨在探討資訊科技融入教學對國中教師創新教學能力之影響,為達研究目的,透過文獻探討,建立研究的整體架構,繼而發展出「資訊科技融入教學對國中教師創新教學能力之影響調查問卷」為研究工具。以臺北縣、市公私立國中教師為母群體,以分層隨機抽樣方式抽取39所學校為調查對象,實施施測獲得有效樣本共545份,有效回收率達82.0%。問卷結果採用描述性統計、獨立樣本t考驗、獨立樣本單因子變異數分析、皮爾森積差相關及逐步多元迴歸分析等統計分析方式,歸納以下幾項結論: 一、國中教師目前資訊科技融入教學現況為「適應」層面平均數為最高,使用頻率有近半數教師屬於「很少使用」至「偶爾使用」之間。 二、國中教師資訊科技融入教學現況背景變項中教師性別、學校性質、年齡、年資、擔任職務、任教領堿、每週使用電腦平均時數皆有顯著差異。學校規模大小對於資訊科技融入教學現況並無顯著差異。 三、教師資訊知能、資訊科技態度及學校環境與國中教師資訊科技融入教學、教師創新教學能力皆具正相關。 四、教師資訊知能、每週使用電腦平均時數、資訊科技態度、年齡、任教領域及學校性質等六變項對國中教師資訊科技融入教學現況總預測力為42.8%,其中教師資訊知能最具有預測力。 五、資訊科技態度、任教年資、學校環境及教師資訊知能等四變項對國中教師創新教學能力總預測力為37.9%,其中教師資訊科技態度最具有預測力。最後針對研究發現與結論,就相關主管行政機關、學校及教師提出資訊科技融入教學及提升國中教師創新教學能力之各項結論與建議事項,俾供參考。
Abstract The goal of this study was to investigate the influence of information technology incorporating teaching on the innovative instruction ability of junior high school teachers. In order to achieve the research goal, first, a research framework was established in accordance with the application of related literature review. The data collecting was then being conducted. The main study group was the teachers of either public or private junior high schools in Taipei City and Taipei County. 39 schools were selected by the method of stratified random sampling and 545 reliable copies were collected. The valid rate reaches up to 82.0%. After statistics analysis, the major results were concluded as follows: 1.The situation of junior high school teachers incorporate informational technology into teaching was at the level of “adopting”. The frequency of incorporating informational technology into teaching was at the range between “seldom apply” to “apply occasionally”. 2.In terms of the variation items, gender of teachers, property of schools, ages, service years, occupations, teaching fields, and the average hours of using computers weekly were significantly different. The scale of the campus has no significant influence on the result. 3.Variation items including teachers’ informational knowledge, attitude toward information technology, campus environment, incorporating information technology into teaching and the ability of innovative teaching all demonstrate positive correlation. 4.The total prediction rate to junior high school teacher’s incorporating information technology into teaching was up to 42.8% and was influenced by six variants include teachers’ informational knowledge, average hours of using computer per week, attitude toward information technology, ages, teaching filed and property of school. Among the six variants, “teachers’ informational knowledge” has the highest prediction rate. 5.The total prediction rate to junior high school’s ability to innovative teaching was up to 37.9% and was influenced by four variants include attitude toward information technology, service years, campus environment and teachers’ informational knowledge. Among the four variants, “attitude toward information technology” has the highest prediction rate.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0093702208%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/98721
Other Identifiers: GN0093702208
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