國中資源班教師實施資訊融入教學及其相關因素研究

dc.contributor王華沛zh_TW
dc.contributor.author范惠宇zh_TW
dc.contributor.authorFan Hui Yuen_US
dc.date.accessioned2019-08-28T11:43:08Z
dc.date.available2005-9-1
dc.date.available2019-08-28T11:43:08Z
dc.date.issued2005
dc.description.abstract摘 要 本研究旨在了解國中身心障礙資源班教師對資訊科技融入教學的觀點以及實施現況。研究對象為任教於台灣地區不分類身心障礙資源班之教師,研究方法係以郵寄自編問卷方式,進行資料收集,回收之有效問卷為332份,有效問卷回收率達73.8%。採用描述性統計、單因子變異數分析、皮爾森積差相關、多元逐步迴歸分析等統計方法進行資料處理與分析。本研究的主要發現如下: 一、國中資源班教師對資訊科技融入特教教學的觀點是正向的。 二、國中資源班教師實施資訊科技融入特教教學的情形尚可,其中,以「教學準備」部分最佳,「教學歷程」、「教學管理」次之,「教學評量」部分較不理想。 三、國中資源班教師對資訊科技融入特教教學的觀點,因教師的年齡與電腦操作能力不同而有所差異。年紀在25歲以下及電腦操作能力較高的教師,對資訊融入的特教教學的觀點較積極。 四、資源班教師在資訊融入教學實施情形,因教師的任教地區、年齡、資訊融入教學研習時數、每週使用電腦時間及電腦操作能力不同而有所差異。居住在北部地區、年齡在26-35歲、平均每週使用電腦時間在16小時以上,電腦操作能力較高的教師,其實施資訊融入特教教學的情形較佳。 五、學校的軟硬體資源設備越充足,行政支援越足夠,則教師的觀點及實施現況也越佳。 六、教師對資訊融入教學的觀點為預測實施現況的最有效變項,教師對資訊融入教學的觀點越正向,其實施情形也越佳。 七、所有相關變項可解釋國中資源班教師實施資訊科技融入教學現況的變異量達40%。 本研究根據研究結果,對相關教育單位及未來研究提出建議。zh_TW
dc.description.abstractA Study of Teachers’ Perspective and Current Practices on Infusing Information Technology Into Special Education The purpose of this study was to investigate perspective and current practice of teachers on the technology integration in junior-high-school resource room for disabilities. The research instrument was self-reported questionnaire with items in multiple-choice and Likert-scale format. A total of 332 teachers completed the questionnaire (with 73.8% rate of return). The data was analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and stepwise regression. The main findings of this study were as follows: 1. Most resource room teachers have positive perspectives in infusing information technology into special education. 2. The current practice was above the standard, teachers have higher usage of IT on teaching preparation, and less usage on teaching evaluation. 3. In terms of perspectives of teachers, there were significant differences among their backgrounds in “age” and “computer literacy”. There were also significant differences for “teaching area”, “age”, “in-service IT training hours in two years”, “usage hours of computer weekly”, and “computer literacy” in terms of current practice. 4. The hardware and software resources and administrative support of school environment had significant positive correlation with teachers’ s perspective and current practice. 5. The teacher’s perspective of IT integration had significant positive correlation with IT integration into special education, and was the best predictors toward IT infusion into special education. 6. The variances to predict the current practice of technology integration into special education were 40%. Based upon the findings, the implications for practice as well as further studies were discussed.en_US
dc.description.sponsorship特殊教育學系zh_TW
dc.identifierG0069209002
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0069209002%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91336
dc.language中文
dc.subject資訊融入教學zh_TW
dc.subject特殊教育zh_TW
dc.subject身心障礙資源班zh_TW
dc.subjectTechnology integrationen_US
dc.subjectspecial educationen_US
dc.subjectresource room teacheren_US
dc.title國中資源班教師實施資訊融入教學及其相關因素研究zh_TW
dc.titleA Study of Teachers’ Perspective and Current Practices on Infusing Information Technology Into Special Educationen_US

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