本研究旨在探討團隊合作學習(TBL)教學模式應用成效的現況及差異。另以科技領導實施現況探討科技應用於教學中，提升學生學習成效。 本研究以問卷調查為主、訪談為輔。以研究者自編「團隊學習合作」調查問卷，以新北市某私立中學八年級全體學生為調查對象。計回收有效問卷157份，並採平均數、標準差、單因子變異數等統計方法進行資料的分析與處理；在訪談方面，以新北市某私立中學的校長、主任、組長進行半結構式訪談，以了解科技領導實施現況。 根據研究結果，得到以下主要結論: 一、學習者性別、操作科技器材的熟悉度在團隊合作學習效能上具有顯著差異。 二、團隊合作學習整體效能及其各層面均達到「中高表現」。 三、學校的「科技願景與發展目標結合」、「科技的落實」、「軟硬體導入教學現場」、 「企業式分層管理」是實現學校科技願景的最佳模式。 四、「使組織成員之學習目標與科技訓練結合」、「科技導入課程的實用性」是組 織成員所期盼的。 五、「科技設施採購與借用須按教學需要彈性規定」是學校科技設施支持的關鍵 要素。 六、「課堂觀察」、「教學分享」、「追蹤組織成員使用科技成效」是學校科技評鑑的方式。 七、「取得組織成員信任」、「定時接受科技訓練」、「推動科技之人員具有高專業」是實施科技人際關係與溝通最佳模式。 八、「領域科技人員不足」、「人員異動頻繁」等因素是學校科技領導的阻力。 九、學校行政人員經由科技領導,在學生思考、科技輔助、團隊分組、主動學習、 社會學習各層面學習成效均有所提升。 關鍵詞: 科技領導、團隊合作學習 / The purpose of this study mainly focuses on the current implementation and differences of TBL, Team-based learning. At the same time, with a view to promoting students’ learning effect, current technology leadership strategies are also applied to teaching. The research method of this study is based on questionnaire surveys, assisted with interviews. Based on a survey questionnaire on TBL adapted by researcher along with subjects of all grade eight students from a private middle school in New Taipei City, a total of 157 valid samples, filled with an analysis of data of mean, standard deviation, and one-way analysis variance. The interview is semi-constructed and the subjects are the principal, directors, and section chiefs so as to understand current implementation of tech-led status quo. Accorind to the study results, the findings are as follows: 1. As to the efficacy of TBL, there is an obvious difference among learners’ sex and his or her familiarity to operate technological devices. 2. The efficay of TBL and its related aspect reach the performance of “intermediate”. 3. “The combination of technological vision and its developmental goal”, “The practice of technology”, “Softwares and hardwares introduced to education situations”, and “Enterprise hierarchical supervision” are the best model of implementing school vision of technology 4. A combination of staff’s learning goals and the purpose of its technology training as well as the practicability of courses introduced with technology is what the staff members look forward to. 5. The key element to support school’s technology facilities is flexible rules based on teaching when it comes to purchasing and borrowing the technological facilities. 6. How school technology evaluation works is based on class observation, teaching sharing, and follow-ups of staff members’ use of technology. 7 The best model to implement technological interpersonal relationship and communication is to “access the staff’s trust”, “receive technological training regularly”, and “encourage technology-promoters to receive advanced technology”. 8. The obstacles school technology may encounter are the lack of the techological staff of a specific field and the frequent personnel changes. 9. School administrators will, in students’ thought, technological assistance, team grouping, active learning, and social learning, get promoted through the introduction of technlogy. Keywords: technology leadership, team-based learning

本研究採⽤個案研究法進⾏研究，以臺北市五所學校，教師應⽤團隊合作學習模式作為研究個案，探討教師應⽤團隊合作學習模式後，其教師教學效能、教師⾓⾊定位與學知覺教學效能的情況。研究資料的蒐集⽅式分別為質性與量化兩種，質性部分有教師訪談內容，⽤以分析教師應⽤團隊合作學習後對於其教學效能之情況；量化部分使⽤教師教學效能調查問卷，透過學⽣填答知覺教師教學效能狀況。 研究結果顯⽰，學⽣知覺教師應⽤團隊合作學習模式中，國⼩與國中學⽣有顯著差異。研究者在質性資料中，歸納出教師透過團隊合作學習模式，能有效的執⾏其教學模式，包含：1. 規劃教學⽬標⼤綱，熟悉教材，設計教學；2. 透過團隊營運，調節班級經營，提⾼學⽣凝聚⼒；3. 明確的教師⾓⾊定位，團隊的權⼒釋放；4. 從過程中觀察與檢討，讓學⽣評定學習的過程與環境；5. 強化學⽣獨⽴思考，主動協助，提升表達能⼒；6. 凝聚共識，發展整合發表能⼒，培養團隊責任。最後，研究者據此提供建議，以供相關研究或課程參考。 / The purpose of this research was to investigate the students in their perceptions of teachers’ teaching effectiveness, role and teaching effectiveness of teacher after teachers applying Team-Based Learning in their teaching method of five schools in the Taipei city. Both qualitative research method and quantitative research method were employed in this study. Furthermore, qualitative data included interviews with 5 participants applying TBL teaching method in their teaching and quantitative data were collected and analyzed based on “Questionnaire of Teachers’ Teaching Effectiveness” which was given to students. These conclusions of this research were summarized below: (1) the outcome of students in their perception of teachers’ teaching effectiveness with TBL teaching method varied significantly from students’ age; (2) the researcher found that teachers make plans before teaching, enhance students’ interior cohesive force, give students opportunities to learn by themselves, discuss with students about their learning process, build an environment of teamwork and encourage students to express their opinion will improve teaching effectiveness of TBL teaching method.