國小教師混成教學信念與行為之關聯性與結構模式之研究

Abstract

本研究旨在探討國小教師教學信念與混成教學行為之現況，並建立兩者間的結構關係模型，核心在於深入剖析教師在混成教學中的「理想」認知與「實際」實踐之間的落差及其影響因素。在全球疫情常態化、數位科技與教育深度融合的趨勢下，教師的內在信念是其採納創新教學模式的關鍵前導變項。本研究採用問卷調查法，以臺灣地區506位國小教師為研究對象，運用成對樣本t檢定、相關分析及結構方程模式（SEM）等統計方法進行分析。研究結果顯示：一、國小教師對混成教學的「理想」認同度顯著高於「實際」執行度，此「信念—實踐鴻溝」在所有構面皆達顯著水準，尤以「協作學習」與「建設性學習」的落差最大。二、在影響路徑上，「數位媒體自我效能」是預測所有混成教學行為最強而有力的變項。三、教師的「建構信念」能正向預測其混成教學行為。四、本研究最重要的發現是，「傳統信念」在真實教學情境中的角色出現關鍵質變：它不再是教學創新的阻力，反而對多項混成教學行為呈現顯著的正向影響力 。這揭示了教師在面對數位轉型的壓力與不確定性時，會務實地將傳統教學模式作為穩定教學秩序與確保課程效率的「安全鷹架」(Cognitive Scaffolding) 。此種「信念—實踐的務實妥協」，深刻反映了第一線教師在教學創新過程中所展現的內心調適與專業智慧。五、背景變項分析指出，教師「職務」是造成混成教學實踐差異的主要因素。本研究不僅驗證了信念與自我效能對教學創新的重要性，更透過理想與實際的對比模型，揭示了教師在教學變革中所進行的內心協商與務實妥協。研究結果可供教育主管機關、師資培育機構、學校行政單位與教師個人，作為推動混成教學、強化教師數位賦能及設計支持系統之參考依據。This study aims to investigate the current status of elementary school teachers' teaching beliefs and their blended teaching behaviors. It focuses on establishing a structural model to analyze the gap and influencing factors between teachers' "preferred" perceptions and their "actual" practices in blended learning environments. Against the backdrop of a normalized global pandemic and the deep integration of digital technology into education, teachers' internal beliefs are crucial antecedents to their adoption of innovative instructional models. This study adopted a questionnaire survey method, targeting 506 elementary school teachers in Taiwan, and employed statistical methods including paired-sample t-tests, Pearson correlation, and structural equation modeling (SEM). The findings are as follows: (1) A significant"belief-practice gap" exists across all constructs, with teachers' "preferred" scores being significantly higher than their "actual" scores (p < .001). This gap was most pronounced in "collaborative learning" and "constructive learning." (2) "Digital media self-efficacy" was the most powerful predictor of all blended teaching behaviors. (3) "Constructivist beliefs" positively predicted blended teaching behaviors. (4) The most significant finding of this study is that the role of "traditional beliefs" undergoes a critical transformation in actual teaching contexts. Instead of being an obstacle to instructional innovation, it, in fact, exhibits a significant positive influence on multiple blended teaching behaviors. This reveals that when faced with the pressures and uncertainties of digital transformation, teachers pragmatically use traditional teaching models as a "safety scaffold" (Cognitive Scaffolding) to stabilize classroom order and ensure instructional efficiency. This form of "pragmatic compromise between belief and practice" profoundly reflects the internal adjustments and professional wisdom demonstrated by frontline teachers during the process of instructional innovation. (5) Among background variables, teachers' "professional position" was the primary factor accounting for differences in blended teaching practices. This study not only confirms the critical roles of beliefs and digital self-efficacy in driving instructional innovation, but also, through dual-model comparison, reveals the internal negotiations and pragmatic compromises teachers make in the process of educational transformation. The results offer valuable insights for policymakers, teacher education institutions, school administrators, and individual teachers in promoting blended learning, enhancing digital competence, and designing effective support systems.