桃園縣國小老師K12台語研習學習滿意度

Abstract

學習與教育離不開關係，教師的專業知能更深深影響學童的學習。教育部台羅拼音方案已於2006年公佈，目前身處教育第一現場的國小台語教師，在各縣市政府的輔導下，運用各項研習及線上研習來取得相關知識及專業知能。數位學習雖然有空間及時間的優勢，但是學習者的成效最主要還是取決於學習需求和教材內容。桃園縣為解決台語教師師資，近年來積極推展相關研習，目前計有現職教師和2688母語支援教師兩種師資，本研究旨在探討桃園縣國小台語教師參與完K12數位台語研習之後的學習滿意度。 研究結果發現2688母語支援教師比現職教師在大部分層面較為滿意，一般而言，女教師較男教師滿意；30歲以下的教師較其他年齡層的教師滿意度較高；研習動機為教學需要的教師滿意度偏高，動機為學校指派的教師滿意度偏低；線上研習時間為在校非上課時間的教師滿意度較高，上課時間上網研習的教師滿意度偏低。 根據以上結論提出以下幾點建議： 一、鼓勵教師積極參與台語進階研習課程，提升教學效能。 壹、行政方面：一、建構完善評鑑機制，採用多元評量方式 。二、委由專業團隊管理，推動發展教學。三、研習時間控管，落實學習成效 。四、結合台語認證系統，取得實質獎勵 。 貳、課程方面：一、強化學習軟體，活化學習。二、增強互動介面，深化學習。三、誘發學習興趣，重視參與研習動機。 參、學習主體方面：一、建立提問獎勵機制，提升學習動力。二、適時更新學習內容，重視知識的正確性。 肆、學習平台方面：一、穩定硬體設施，新舊平台順利銜接。二、建構知識地圖，完善知識管理 。

Learning is inseparable from education. The professional knowledge and competence of teachers have a significant effect on students’ learning. Ministry of Education has announced Taiwanese Romanization System in 2006. Elementary school Taiwanese teachers, as the first-line personnel of education, have obtained relevant knowledge and professional competence by attending various workshops and online workshops under the guidance of various county/city governments. Although e-learning has the advantages over space and time, the effectiveness of learners is mainly subject to their learning needs and contents of teaching materials. To solve the problem of lack of Taiwanese teachers, in recent years, Taoyuan County has aggressively promoted relevant workshops. At present, there are two kinds of teachers, current full-time teachers and teachers supporting native language teaching from the Ministry of Education 2688 Project. The main purpose of this study is to investigate the learning satisfaction of elementary school Taiwanese teachers after participating in the K12 e-learning Taiwanese workshops. The research results showed that, the satisfaction of teachers supporting native language teaching from the Ministry of Education 2688 Project with most aspects is higher than that of current full-time teachers. In general, the satisfaction of female teachers is higher than that of male teachers. The satisfaction of teachers under the age of 30 is higher than those at other ages. As for learning motivation, the satisfaction of those attending workshops for teaching needs is higher, while that of those attending them as assigned by schools is lower. The satisfaction of teachers whose online workshops are scheduled during work hours is higher than that of those whose online workshops are scheduled during non-working hours. The satisfaction of teachers whose online workshops are scheduled during teaching hours is lower. Based on the results, the following suggestions are proposed: I. To encourage teachers to aggressively participate in advanced Taiwanese workshops to improve their teaching effectiveness. 1. Administrative aspect: 1) to establish a complete evaluation mechanism and to use multiple assessment methods; 2) to authorize a professional team to manage, promote, and develop teaching; 3) to control the time of workshops and to put learning effectiveness into practice; 4) to combine Taiwanese authentication system to obtain substantial rewards. 2. Course aspect: 1) to strengthen learning software to activate learning; 2) to strengthen interactive interface to deepen learning; 3) to trigger learning interest and to attach importance to motivation to participate in workshops. 3. Learning subject aspect: 1) to establish an incentive mechanism for question raising to increase learning motivation; 2) to update the learning contents timely and to attach importance to the accuracy of knowledge. 4. Learning platform aspect: 1) to stabilize hardware facilities to facilitate the connection between the new and old platforms; 2) to establish a knowledge map and to make knowledge management faultless.