知識管理與教學效能關係之研究－以國防大學教官為例

Abstract

摘要

本研究旨在瞭解國防大學教官知識管理與教官教學效能之現況；分析不同背景變項對教官知識管理與教官教學效能的差異情形；探討國防大學教官知識管理與教學效能的相關程度與預測力；並根據研究結果提出結論，作成建議，供有關單位參考。 本研究所採取之研究方法為文獻分析法與問卷調查法。首先，本研究回顧相關文獻後，發展出本研究之研究架構與調查問卷；之後再以國防大學教官為母群體，進行問卷調查。研究共計發出212份問卷，回收有效問卷199份，有效率為93.9%。所得資料以平均數、標準差、單因子變異數、皮爾遜積差相關、多元迴歸逐步分析進行資料分析。 根據分析結果，本研究獲致以下結論： 一、國防大學教官知識管理與教學效能現況具有高水準表現。 二、教官知識管理整體不受教官背景變項影響而有所差異，但是在知識取得層面則受教育背景影響而有所差異。 三、教官教學效能整體不受教官背景變項影響而有所差異，但是在完善教學計畫與有效教學策略兩層面則受年齡影響而有所差異；在教官自我效能與完善教學計畫兩層面則受現任職務影響而有所差異。 四、國防大學教官之教官知識管理愈佳，其教官教學效能愈佳。 五、教官知識管理各層面中，以知識創新對教官教學效能整體最具解釋力。 最後，依據本研究之結果，對國防部、軍事教育成員及後續研究者提出具體之建議。

關鍵字：國防大學教官、教官知識管理、教官教學效能Abstract The purpose of this study is to understand current status of instructor’s knowledge management skill and teaching effectiveness at National Defense University (NDU), to analyze how different demographic variables (such as age, education, experience, position, military service) affect knowledge management and teaching effectiveness, to explore correlation between knowledge management and teaching effectiveness, and to analyze the influence of knowledge management on teaching effectiveness. It further provides practical suggestions to corresponding government agencies for further research. The approach of this study adopts literature review, query survey to construct the theoretic base. By way of literature review, it firstly establishes the theory basis and compiles the query survey. Then query survey is conducted with the population of NDU instructors. Of 212 questionnaires issued, 199 were valid which concluded the 93.9% valid rate. The data is processed by using the statistical methods, mean, standard deviation, one-way analysis of variance (ANOVE), Pearson product-moment correlation, and multiple stepwise regression analysis. The findings of this study indicate: 1. NDU instructors exhibit high performance in knowledge management and teaching effectiveness. 2. No significant difference in the outcome of knowledge management as a whole while examined by instructor background variables. However, educational background does affect the ability of obtaining knowledge. 3. No significant difference in the outcome of teaching effectiveness as a whole while examined by instructor background variables. However, comprehensive curriculum planning and effective teaching strategy has shown affected by age. So as to self evaluation and effectiveness comprehensive curriculum planning are affected by duty position. 4. The better knowledge management skill is performed, the better teaching effectiveness will be. 5. Among all levels of instructor knowledge management, innovation explains a great part of teaching effectiveness. According to the findings, some practical suggestions are made to the Ministry of National Defense, faculty advisers as well as researchers for their considerations. Key word: National Defense University instructor, knowledge management、teaching effectiveness