探究國小教師數學教學信念與線上教學行為之關聯性

Abstract

隨著科技的發展和線上教學的普及，教師在課堂中的教學行為往往會受本身的教學信念影響，進而影響學生的學習成效。加上數學是日常生活中無所不在的一部份，因此本研究欲針對國小教師數學教學信念和線上教學行為進行探究。本研究主要為探討國民小學教師的數學教學信念以及線上教學行為，透過問卷調查法，以713位國民小學教師教授數學線上教學為研究對象。問卷回收後，進行資料整理，以探索性因素分析、驗證性因素分析、描述性統計、皮爾遜績差相關、路徑分析進行資料分析，並了解之中是否存在中介效果。研究結果發現國小教師數學教學信念與線上教學行為有正向關聯，數學教教學信念越強的國小教師，傾向有積極的線上教學行為，而教師的數學教學信念無法直接預測實境式學習，但可以透過數位媒體自我效能來預測，此外數位媒體自我效能具有中介效果，為教師數學教學信念和線上教學行為的重要預測變項。本研究深入了解國小教師數學較學信念和線上教學行為之關聯性，可做為未來教育現場線上教學實踐的參考。This study primarily focuses on exploring elementary school teachers' mathematics teaching beliefs and online teaching behaviors through a questionnaire survey. The research sample consists of 713 elementary school teachers who teach mathematics online. After collecting the questionnaires, the data will be organized and analyzed using Exploratory Factor Analysis, Confirmatory Factor Analysis, Descriptive Statistics, Pearson correlation analysis, and Path Analysis to understand whether there is a mediating effect. The research findings reveal a positive correlation between elementary school teachers' mathematics teaching beliefs and online teaching behaviors. Teachers with stronger mathematics teaching beliefs tend to exhibit more positive online teaching behaviors. It was also found that teachers' mathematics teaching beliefs cannot directly predict online authentic learning but can be predicted through digital media self-efficacy. Furthermore, digital media self-efficacy is a mediator, playing an essential role in predicting teachers' mathematics teaching beliefs and online teaching behaviors.