微課融入高中教學之模式及其使用影響因素之分析——以中國大陸某市高中為例

Abstract

本研究旨在探討高中教師使用微課融入教學的模式現況，並分析影響高中教師使用微課融入教學的原因。本研究使用問卷調查和訪談的研究方式，以大陸地區某市為例，調查2020學年度該市高中在職教師，通過各校行政人員幫助發放網絡問卷，共回收692份，而有效問卷為531份，可用率為77%，並且採立意取樣對三位教師進行半結構式的訪談。研究統計顯示，教師使用微課的模式主要為支持翻轉課堂教學、支持差異化教學、進行課外輔導答疑，以及教師專業發展。不同程度的教師知能、教師態度、教師所處學校的支持、學生情況、獎勵措施、上級教育部門的壓力、微課資源儲備情況、教師製作微課的時間在教師使用微課融入教學的現況上呈現顯著差異，教師的性別、年齡、任教年資、任教科目則未呈現顯著差異。根據上述結論，本研究分別針對教育相關部門、學校、教師及未來研究四方面提出相關的建議以供參考。This study aims to explore the status quo of the model of senior high school teachers who blend their teaching with micro lectures, and to analyze the reasons that influence them to do so. This study adopts the research methods of questionnaires and interviews, takes a city in Mainland China as an example, and conducts a survey of the in-service senior high school teachers in the Academic Year of 2020. Among all the questionnaires handed out through the administrative staff in these schools, 692 copies were collected, 531 copies were valid, and the available rate was 77%. Based on themes, three teachers were selected as samples for semi-structured interviews. According to the statistics, the teachers adopt the Micro Lecture Model mainly to support Flipped Class Model and diversified teaching, to answer questions in extracurricular tutorials, and to prepare for their professional development. When the teachers blend their teaching with micro lectures, great differences manifest themselves in teachers’ knowledge and abilities of various levels, teachers’ attitudes, support from the schools, students, incentives, pressures from superior education departments, micro lecture resources reserves and the time in making micro lectures, while there is no obvious difference in the teachers’ genders, ages, years of experience and teaching subjects. On the basis of the conclusions above, this study provides suggestions for reference in the aspects of relevant education departments, schools, teachers and future studies.