資訊科技融入國中數學教學之研究--以臺北市國中數學教師為對象
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2009
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Abstract
資訊科技融入國中數學教學之研究
－以臺北市國中數學教師為對象
The Study of the Mathematics Teachers' Computer Assisted Teaching in Taipei
歐 世 杰
OU, SHIH-CHIEH
摘 要
本研究旨在探討目前臺北市國中數學科教師對於資訊科技融入教學的看法，抽樣臺北市12行政區59所市立國中199位國中數學科教師，針對教學現況及教學過程中所遭遇到的瓶頸進行調查，並分析不同背景變項之教師在資訊科技融入教學實施上是否有所差異。最後嘗試了解教師在資訊科技融入教學時的教學及進修需求，並提出具體可行的建議。
本研究目的如下：
一、了解臺北市資訊科技融入數學科教學現況。
二、探討臺北市資訊科技融入數學科教學瓶頸。
三、析論臺北市數學教師資訊科技融入教學急待解決之問題。
本研究結果發現：
一、年齡愈輕、學歷愈高、教學資歷較資淺、每周使用電腦時數較多的數學教師，其在教學知能、教學態度方面的表現相對的較佳。
二、學校為資訊重點學校的數學教師在教學知能方面表現較一般學校好。
三、學校政策為提升教學知能之最大誘因。
四、九年一貫實施資訊科技融入教學方向確定後，臺北市政府在軟硬體設備方面全面充實，在課程內容資訊化的充實方面則有待努力。
五、教師在實施資訊科技融入數學教學時的確遭遇不少壓力，其最明顯的是教材製作時間的難以掌握及教學效果之難以呈現。在軟硬體設施均大幅改善的今日，時間成了教師實施資訊科技融入教學所面對的最大困難。
六、年齡越大，任教年資愈長且不常使用電腦的資深教師在資訊科技融入數學教學所面臨到的瓶頸愈大。
本研究提出建議如下：
ㄧ、為滿足教師資訊科技融入數學教學之需求，學校或教育單位應安排各種進修課程及研習以精進教師資訊科技融入教學的技能。
二、學校應該每學期應至少辦理兩次教學觀摩以增進資訊科技融入數學教學技能。
三、學校應提供數學專科教室，每位教師配備一部筆記型電腦，協助教師軟硬體安裝，並建置多媒體製作環境。
四、仿效國外的做法，由政府集思廣益，製作多元公開的資訊化教材，提供統一的教學平臺，讓教師不再害怕資訊科技融入教學所帶來的額外負擔，進而提升教師使用數位化教學媒體之意願。
五、教學視導及教學觀摩是最直接有效的成長方式。教師們可透過互相鼓勵及指導，了解自己在資訊科技融入教學時的缺失及不足。
六、教育當局應給學校行政更大自主運用空間，宜透過減課或增加津貼給予鼓勵，使教師有更多的時間及動力可投注於e化教學課程的設計。也可以透過錄用專科教師，專門協助開發資訊科技融入教學的軟硬體。
關鍵字：資訊科技融入教學、數學
Abstract This study is to explore the attitudes of 199 junior high school mathematics teachers in Taipei from 59 schools toward computer assisted teaching. The study focuses on the bottleneck teachers have in the teaching process and compares the differences among selected demographic variables on the ways they combine technology with teaching. Through the process, the study tries to figure out the needs for teachers’ teaching and learning in computer-assisted teaching and brings out feasible suggestions. The purposes of this study are to 1. understand the situation how computer assists mathematics teaching in Taipei City. 2. discuss the bottlenecks of computer assisted mathematics teaching. 3. analyze the urgent problems that mathematics teachers in Taipei City have to deal with toward computer-assisted mathematics teaching. This study finds out that: 1. teachers who are younger, less experienced, with higher educational level and longer hours in using computers perform better in teaching competence and attitudes than those who aren’t. 2. the teachers at purpose-driven schools stand out in teaching competence than those in other schools. 3. the school policy plays a key role in upgrading teaching competence. 4. with the implementation of Grade 1-9 Curriculum for computer-assisted teaching, Taipei City Government offers adequate hardware and software resources. But it takes efforts to make the current curriculum computerize. 5. teachers undergo much pressure while implementing computer-assisted mathematics teaching. Obviously, it is hard to control the time in making teaching materials and to measure the teaching efficiency. With the improved software and hardware resources, time becomes the biggest challenge for teachers in computer-assisted teaching. 6. the teachers with higher ages, longer teaching years and fewer hours in using computers tend to meet more obstacles in computer-assisted teaching. The study indicates that: 1. to satisfy the needs of computer-assisted mathematics teaching, schools or educational units should provide various learning courses and seminars to improve computer-assisted integration skills. 2. schools should hold at least two teaching demonstrations every semester to improve the skills of computer-assisted mathematics teaching. 3. schools should provide the subject classrooms for mathematics. Every teacher should be equipped with one laptop. Schools should assist teachers in setting up hardware and software equipments and create multi-media environments. 4. the government can create multiple and open computerized materials and offer them online teaching platform by following the examples of foreign countries. Thus, teachers won’t feel afraid of the extra burden of computer-assisted teaching and be more willing in adopting this method. 5. education supervision and teaching demonstration are the most direct and effective ways to help teachers learn. Teachers can know more about their faults and inadequacy through peer instruction. 6. educational authorities should offer more autonomy for school executives. Through class reduction and bonus increase, teachers can have more time and energy to put their time into e-curriculum design. Also, the schools can hire subject teachers to assist in developing computer-assisted teaching software and hardware. key words: computer-assisted teaching, mathematics
Abstract This study is to explore the attitudes of 199 junior high school mathematics teachers in Taipei from 59 schools toward computer assisted teaching. The study focuses on the bottleneck teachers have in the teaching process and compares the differences among selected demographic variables on the ways they combine technology with teaching. Through the process, the study tries to figure out the needs for teachers’ teaching and learning in computer-assisted teaching and brings out feasible suggestions. The purposes of this study are to 1. understand the situation how computer assists mathematics teaching in Taipei City. 2. discuss the bottlenecks of computer assisted mathematics teaching. 3. analyze the urgent problems that mathematics teachers in Taipei City have to deal with toward computer-assisted mathematics teaching. This study finds out that: 1. teachers who are younger, less experienced, with higher educational level and longer hours in using computers perform better in teaching competence and attitudes than those who aren’t. 2. the teachers at purpose-driven schools stand out in teaching competence than those in other schools. 3. the school policy plays a key role in upgrading teaching competence. 4. with the implementation of Grade 1-9 Curriculum for computer-assisted teaching, Taipei City Government offers adequate hardware and software resources. But it takes efforts to make the current curriculum computerize. 5. teachers undergo much pressure while implementing computer-assisted mathematics teaching. Obviously, it is hard to control the time in making teaching materials and to measure the teaching efficiency. With the improved software and hardware resources, time becomes the biggest challenge for teachers in computer-assisted teaching. 6. the teachers with higher ages, longer teaching years and fewer hours in using computers tend to meet more obstacles in computer-assisted teaching. The study indicates that: 1. to satisfy the needs of computer-assisted mathematics teaching, schools or educational units should provide various learning courses and seminars to improve computer-assisted integration skills. 2. schools should hold at least two teaching demonstrations every semester to improve the skills of computer-assisted mathematics teaching. 3. schools should provide the subject classrooms for mathematics. Every teacher should be equipped with one laptop. Schools should assist teachers in setting up hardware and software equipments and create multi-media environments. 4. the government can create multiple and open computerized materials and offer them online teaching platform by following the examples of foreign countries. Thus, teachers won’t feel afraid of the extra burden of computer-assisted teaching and be more willing in adopting this method. 5. education supervision and teaching demonstration are the most direct and effective ways to help teachers learn. Teachers can know more about their faults and inadequacy through peer instruction. 6. educational authorities should offer more autonomy for school executives. Through class reduction and bonus increase, teachers can have more time and energy to put their time into e-curriculum design. Also, the schools can hire subject teachers to assist in developing computer-assisted teaching software and hardware. key words: computer-assisted teaching, mathematics
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資訊科技融入教學, 數學, computer-assisted teaching, mathematics