李咏吟2014-10-272014-10-271999-06-??http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/5124　　　　　如何設計配合學科的電腦網路教學是目前中小學教師認為最迫切需要進修的智能。根據對臺灣各二所國中和國小的電腦網路教育重點學校教師的抽樣調查，仍有三分之一的教師未接受過使用電腦網路的訓練，且有43%的教師未有使用網路教學的經驗。在政府急切發展教師資訊科技應用能力之時，多數教師認為充分使用電腦教學的狀態並不能在近期三、五年內出現。教師對於進修網路教學的內容選擇優先順序為：如何使用網路收集不同類的資料，如何設計學生學習的資料庫供教學用、如何設計電腦輔助教材和如何和其他學校教師交換資訊等。　　　　　Both the elementary and primary teachers in Taiwan recently have expressed their urgent in-service need to strengthen their competency in using internet as an instructional tool. However, about one-third teachers from four internet-learning priority schools had no training on such competency and 43% of the teachers had never used internet as an instructional tool. The majority of teachers expected it would take 3 to 5 years for them to large-scale use the internet in their teaching.The wanted skills of teachers for competency in-service training program include how to collect various resource information on internet, how to design data base for learning, how to design CAI materials and how to exchange information with teachers in others schools.教師電腦能力網路教學