資訊科技融入之教學策略研究

Abstract

本研究採詮釋性研究方式，探討一位國中初任生物教師運用資訊科技融入生物科教學的策略以及教學信念，並歸納影響個案教師融入教學策略的因素。 研究者針對個案教師進行課室觀察、訪談、問卷調查並蒐集相關的教學檔案，進行資料詮釋與分析。研究結果發現：個案教師對於資訊科技融入的教學信念呈現正向、有效運用的態度。認為資訊科技是教學輔助工具，可以有效率呈現資訊，節省教學時間。 融入教學的模式是以直接式的教學模式為主，具有結構化的教學流程，並利用多媒體教材清楚的呈現學習目標。而融入的教學策略包含：製作教學素材、建立個人教學資料庫、利用多媒體教材的輔助引起學習動機、輔助教師講述教學、增進學習保留以及提供多元的教學表徵，例如：示範、例子、圖式、模擬演示、預測等。 影響融入教學策略的因素包含：教師信念、學生因素、教學知識、對資訊科技設備能熟悉的使用、學校環境、課程內容與進度以及教師的工作負擔。This research adopt the Interpretive research to explore the teaching strategies and teaching belief of a junior biological teacher who incorporated the Information Technology (IT) in his/her junior high school biology instruction. Besides, the purpose of this research was to induce the influence factors on the teaching strategy transformation of the case. The researcher carried on classroom observing, interview, and questionnaire investigation and collecting relevant teaching archives to interpret and analyze. The finding results of this research appeared that the case teacher took a positive and effective attitude toward the incorporation of the IT and thought that IT was an efficient teaching assistant to present information and saving the time of instruction. The major way of the case teacher to incorporate IT was directed instruction model which had structural teaching procedures and utilized multimedia teaching materials to show the learning goals clearly. The teaching strategies to incorporate IT included: Making teaching materials, setting up personal teaching database, and utilizing the multimedia teaching materials to motive students, to assist teacher’s lecture, to enhance learning retain, and to provide diverse teaching features, such as: Demonstrate, example, diagrammatic, simulation, prediction etc.. The influence factors on the teaching strategy of the case included: the development of teaching knowledge, the familiar use of the information technological equipment, the support of school personnel, the course content and progress, and teacher’s working burden.