需求高度時間彈性、學習時數低的華語成年學習者漸增，對混成遠距教學的需求增加，然而網路科技輔助的工具繁多，功能多樣而混雜。本研究蒐集各種科技輔助數位教學工具，運用其平台的多媒體、計時、評分、社群互動、角色對話、語音識別等功能，針對這類學習時數少、高度需求時間彈性的華語學習者，創造出高互動性的非同步學習活動，以提升學生動機、趣味及溝通意願，與同步教學相輔相成。並以ADDIE模式，進行教學實驗，透過觀察、訪談、課程錄影以及測驗，分析此教學設計模式及活動的學習體驗，並總結最能有效鼓勵學習動機的遠距教學模式設計。 本研究結果發現，在非同步學習活動設計中，若能提升學生的自主學習願望、細部經營遠距的人際互動方式，並關注回饋機制的設計，並運用同步課程在科技問題、學習內容上輔助非同步的學習活動，如此能有效調動學習者的學習動機。提升自主學習願望的方式包含運用競爭心理、社交願望，並透過資源整合增加學生感知的活動學習效率。在遠距人際互動方面，需仔細經營互動氣氛，提供恰當的工具，在回饋機制的設計上，關注獎勵的間隔時間、及回饋的即時性。 / There are more and more adult learners who require time flexibility for Mandarin learning. The demand for distant learning has increased. There are various online technological tools to assist learning, however, the features on the various websites are often disorganized. This study collects different kinds of technology assisted digital learning websites, and applies their features - such as multimedia players, timers, scoring systems, social interaction, role playing, and speech recognition - into Mandarin teaching. It is designed for adult learners who have fewer learning hours and require time flexibility to learn Mandarin. It aims to create asynchronous learning activities, with high interaction, in order to increase students’ motivation, interest, and communication willingness along with synchronous lessons. It applies the ADDIE model for systematic instructional design and concludes with the most efficient distance lesson model that could best encourage students’ motivation. It draws conclusions from the students’ interview about their learning experience, the teacher’s observations during the lessons, and from the recordings of the experimental lessons. The study result reveals the keys to foster motivation in distance Mandarin lessons: raising learner autonomy, undertaking distant social interaction, focusing on the design of a feedback mechanism, and utilizing synchronous lessons to help solve their learning or technical problems during asynchronous self-learning time. Making good use of students’ tendency for competition, willingness to socialize, and increasing the students’ awareness of learning efficiency, effectively fosters motivation for self-learning in distance Mandarin lessons.

學童人數之大量增加，導致各級學校發生師資不足、設備不全、校地難覓、經費結据及學童上學交通之安全等問題；且由於知識量的累積增加，新知識隨時產生，使學習者一方面不易獲得適當的受教場所，一方面也不易獲得最新的知識。教育學者有鑑於此，乃試圖探討一種有效而可行的教學方式，以適應時代進步的需要，電視教學於是應運而生。 電視教學的長處乃在時間、空間方面，具有較大的彈性。一位優良教師在充分準備之後，可以傳授給廣大地區的多數受教育者。惟學生收視電視教學節目時，其學習活動易失於被動的吸收。因此，實施電視教學時，應設法給予學生思攷學習的機會。本實驗研究之嘗試，即在努力於解決上此一問題。 全文共分為五章。第一章為緒論，簡述與本實驗研究有關之基本認識，以及國內外有關電視才學的實驗結論。第二章為實驗研究的方法，說明本實驗研究的範圍、假設、實驗設計以及各種測驗卷之編製。第三章為本實驗電視教學節目之策劃與製作。第四章為實驗所得資料之統計，包括對學習量抽攷試卷和情況及意見調查表之統計，以及統計結果之說明。第五章為結論及書後，簡述本實驗所得之結論，並提出幾點建議。 本論文之完成，承劉師家駿之殷殷指導，程師法泌劉師白如之嘉勉，仁愛國中賴校長晚鐘及師生之鼎力協助、以及友好之督促鼓勵，始得完成，謹此表示真摯的謝意。惟筆者才疏學淺，不當之處．尚請不吝教正是幸。

本論文主旨在探討古文字輔助國中國語文教學的原因、實施程序及實徵研究結果。並綜合研究結果，提出建議，作為教師運用古文字輔助語文教學之參考。 本研究分為「錯別字辨正」與「字義探究」兩大單元，其生字主要選自國立編譯館編審之國中國文課本與選修課本，研究者擷取各古文字學家中翔實可信之說法，利用電腦掃瞄各階段古文字字形與相關圖片，編製成CD龍互動式電子書作為教學輔助媒體。 本研究以台北市信義區某國中七、八年級八個班共237人為實驗對象，各教學單元均先根據單因子變異數分析檢定，選擇同年級國文段考成績無顯著差異的兩班進行實驗研究，當教學活動前半節時，甲班為實驗組，乙班為對照組，後半節則反之，整個教學過程均由同一位教師擔任，於教學活動結束後立即進行隨堂成就測驗，並於一週後與三週後進行二次後測。 本研究以「國語文段考成績」、「錯別字辨正成就測驗」、「字義探究成就測驗」、「學習心得問卷」、「晤談口語資料」等工具蒐集資料。研究結果資料以單因子變異數分析進行差異顯著性考驗，根據統計分析結果，本研究共有下列發現： 一、學習成就方面 在「錯別字辨正」單元，七年級1-5題含有「龜」例字，隨堂成就測驗兩組有顯著差異，可知就七年級而言，透過古文字解說字形由來，能對各部件進行有意義的編碼與儲存，造成短期記憶字形的優勢，長期記憶（一週後與三週後）則不顯著，而八年級則無顯著差異。 在「字義探究」單元，七年級1-5題含有「之」、「臭」、「既」例字，一週後或三週後實驗組與對照組成就測驗成績有顯著差異，八年級6-10題含有「毓」、「臧」例字，一週後實驗組與對照組成就測驗成績有顯著差異，可知古文字輔助教學對長期記憶字義具有優化效應。 此外，就受試者性別來看，總體而言，「錯別字辨正」與「字義探究」單元之隨堂測、一週後與三週後成就測驗，實驗組男生與女生未達到顯著差異，可見性別對於古文字輔助國語文教學之學習成效並無顯著影響。 二、學習觀感方面 大部分受試者認為在「錯別字辨正」與「字義探究」教學活動裡，古文字對辨正錯別字與記憶字義的幫助、提升學習興趣以及增進對中華文化的認識與熱愛，都是介於「非常有幫助」到「大部分有幫助」之間。至於受試者對於應用古文字輔助語文教學的意願，也是介於「非常希望」至「希望」之間。此外，有七成以上的受試者喜歡認識字形的由來，亦有不少受試者表示喜歡老師多發問，讓學生以小組競賽方式搶答。綜言之，大多數受試者對古文字輔助語文教學抱持著正向肯定的態度。 最後，根據研究結果的發現，分別就教學及教材方面提出多項建議，以供教育工作者參酌之用。 / The ancient writing application in the auxiliary mandarin teaching at the junior high school was studied in this research. The suggestion was recommended about the auxiliary mandarin teaching as the reference of teachers. The research was divided into two units” erroneous character distinguishability and character-denotation study”. The character was selected from mandarin books and optional books which education bureau branch qualified at the junior high school The character explanation was verified by experts, and was fabricated to the interactive CD electron book as teaching auxiliary media The 237 personnel’s experimental samples of four classes in Grade 7 and 8 individually at Xin-Yi area in Taipei city were adopted in this research. The two grades in the same grade which mandarin score was not significant difference each were selected as samples according to ANOVA variables analysis rule. The grade A, B is experimental group and comparison group respectively when the time of teaching activity is not over the half of class time. On the contrary, the experimental group was exchange with comparison one as the time over the half of whole class .The whole teaching activity was executed by the same teacher. The achievement exam will be implemented immediately as teaching activity was over and be re-tested post the first week and third week. The samples were collected by the mandarin score at school, erroneous character distinguishability,evaluation,character detonation achievements test, learning questionnaire and interview-oral data. The result was analyzed by single way variables analysis (ANOVA). The results were summarized as follows according to statistical analysis results. 1.learing achievements In unit “erroneous character distinguishability”, the test score of question 1-5 (e.g.龜) was significant with two grades in seventh grade Thus, the character was coded and stored effectively by the history of ancient writing .Therefore, the capability of character memory was improved in the short time. On the contrary, it was not significant in long term (e.g.1 week,3 week) in seventh and eighth grade. In unit “character detonation”, the test score of question 1-5 (e.g.之,臭,既 etc.)was significant during the period of first and third week on experimental group and comparison group in seventh grade. At the same time, the test score of question 6-10(e.g.毓,臧) also had the significant level in eighth grade. Thus, the auxiliary teaching of ancient writing was positive for memorizing the detonation in long term. Furthermore, for sex, the score was not the obvious difference in two units post first and third week regardless of seventh or eighth grade. 2.learing conception Most of all testers think that ancient writing teaching was helpful in strengthening the memory of erroneous character distinguishability,character detonation, and also in promoting learning interest and Chinese culture understanding. It’s results lied in between “very helpful” and “helpful partly”. Regarding as the desire of the subject for applied ancient writing auxiliary teaching, it lied in between “very hope” and “hope”. On the other way, the 70 percentage of the subject liked to know the history of character form, but some of the tester liked the way which teacher questioned and let the student competed with answers. Therefore, most of the testers think that, it was positive for ancient writing auxiliary teaching Finally, the suggestion was recommended in the teaching way and materials as the reference of educators basing on research results.

本研究依據批判思考的主要特徵與教學理論，建構出一套批判思考教學模式。根據文獻探討界定：一、批判思考主要內涵為批判思考能力、批判思考傾向與批判思考所需之必要知識；二、本研究所採之批判思考教學模式為前導活動、呈現主題、概念比較、分組活動、發表與澄清以及判斷與選擇。為探討批判思考教學在國小社會科實施的效果，分別以兩所國小五年級中的兩班學生為研究對象，進行為期兩個月的教學實驗，並編製批判思考測驗以比較兩組在批判思考學習效果的差異，此外，亦蒐集批判思考教學組學生在教學過程之相關資料進行質的分析。本研究工具為：（一）批判思考測驗；(二)學習日記；（三）學習回饋問卷；（四）個案學習回饋問卷。 主要研究結果如下： 一、本研究之批判思考教學對批判思考能力有顯著教學效果。 二、本研究之批判思考教學對批判思考傾向有顯著教學效果。 三、本研究之批判思考教學對學生辯論之參與、聚焦與流暢性、意見陳述與反駁方面有明顯幫助。 四、接受批判思考教學的學生在信任理性、提出客觀且良好理由、多元思考等方面有顯著進步。 五、批判思考教學組學生對本研究之批判思考教學有相當正面的評價。 針對上述發現進行討論並提出以下建議，供教學實務與未來研究參考： 1.本研究的批判思考教學模式值得國小社會課嘗試。2.應以學生個別差異實施批判思考教學。3.可採對話與辯證方式進行社會課教學。4.應營造安全溫暖且容忍犯錯的學習環境。5.宜容許社會課教學活動設計有彈性調整空間。6.應採多元評量的方式與內容。7.可設計學習單幫助學生有效蒐集資料。8.宜運用學習日記幫助學生進行反思。9.教師應重視批判思考教學並進行相關研究。 / This study constructs a model for teaching critical thinking based on the major characteristics and theories of critical thinking. To probe into the effects of teaching critical thinking in social studies, the researcher performs an experiment on a sample of 131 fifth-grade elementary school students for two months. The data-collection instruments include: (a) The Critical Thinking Test; (b) The Learning Diary; (c) The Learning Feedback Questionnaire; and (d) The Learning Feedback Questionnaire For Special Case. The following conclusions become evident. On the theoretical aspect: first, the main concepts of critical thinking include critical thinking ability, critical thinking disposition and the knowledge for critical thinking; second, the steps of the model for teaching critical thinking are guiding activities, displaying theme, comparing concepts, group discussion, sharing and clarifying, and finally, judgment and decision-making. On the experimental aspect: it was found that (a) Teaching critical thinking has significantly positive effects both on critical thinking ability and on critical thinking disposition. (b) Teaching critical thinking helps students have good performance in debates. (c) The students of experimental group make great progress on achieving confidence in reason and pluralistic thinking. (d) The students of experimental group give a vary positive evaluation on teaching critical thinking. Through these results, some guidelines are suggested as follows: (a) The model for teaching critical thinking is of great worth in social studies. (b) Critical thinking should be taught according to individual difference of students. (c) Dialogue and dialectic process is good for teaching social studies. (d) The atmosphere of classroom must be safe, warm and tolerating learning error. (e) Teachers should put emphasis on teaching critical thinking and on probing into critical thinking.

在網際網路眾多功能當中，溝通是重要的活動之一，網際網路溝通式活動包含了電子郵件，電子布告欄等。網際網路溝通式活動具備的一些特性，例如互動性，以及真實語言與情境的使用使得網際網路溝通式活動在英語教學上漸漸成為重要的輔助工具。本篇論文旨在從英語教學理論與應用兩方面探討網際網路溝通式活動於英語教學上之應用。在理論層面，本論文主要從溝通式教學法，以及其他英語教學上重要的理論依據來剖析網際網路溝通式活動。在實際應用方面，本論文對於國內外老師運用網際網路溝通式活動的情形作了一個調查研究。從理論與應用情形的調查結果發現，網際網路溝通式活動對於英語教學確實有其正面意義，不過結果也顯示在應用的過程中亦有一些問題存在，如何解決這些問題以及如何設計良好的網際網路教學活動以促使網際網路溝通式活動能成為有效的教學輔助工具則必須更多的教師與專家們共同努力研究。 / With the rapid development of the computer technology, the computer network has been widely introduced into everyday life around the world. Communication is an important function provided by the Internet. The computer-mediated communication (CMC) system provides an interactive and communicative environment for users to share ideas and exchange messages. Due to the various characteristics, the CMC system has gradually become an important facilitator in EFL/ESL education. In the study, the CMC system is investigated from the theoretical base and the practical aspect. In the theoretical aspect, the CMC system is thought to be effective in facilitating EFL/ESL education from the latest EFL/ESL theories or approaches. In the practical aspect, a survey is designed to investigate the implementation of the CMC system around the world and in Taiwan. The results of the survey show that in face of various CMC tools, many college teachers in Taiwan still have little idea about them, and the CMC activities that are implemented in Taiwan seem to be fewer and lack of variety when compared with those around the world. As for the benefits and problems of the CMC activities for EFL/ESL teaching, most teachers think that the CMC activities have brought many benefits in facilitating EFL/ESL teaching, but some problems still exist so as to decrease the effect of teaching. From the general discussion, some suggestions and implications for EFL/ESL teaching are proposed in the study.

研究者與此個案家庭長達十年的頻繁互動（田野觀察），從現象中發現研究問題：如何在家庭情境中（針對數理資優生）發展寫作課程，並激發學習者的內在動機和興趣？研究者以行動研究方法進行預循環（以「心靈寫作」一書中的「自由書寫」方式結合語文遊戲，在活潑愉悅的語言情境中創作），但成效有限。研究者探索原因並找到劇本創作的形式，結合遊戲教學和創造性戲劇的原理，分析學習者在過程中學習曲線的起伏、興趣動機的變化，發展出家庭寫作課程應具備的元素、形式和要點。

本研究以問卷調查法，針對桃園縣公立國中的342位英語教師進行問卷發放，回收後的問卷透過描述性統計、獨立樣本T檢定、單因子變異數分析及相關係數進行統計分析。以瞭解英語教師對於區分性教學的信念與課室教學現況、區分性教學信念與教學行為之間的關連性、以及影響區分性教學信念與教學行為的背景因素為何。 根據統計結果顯示：大部分國中英語教師對於區分性教學抱持正向的信念，也會將區分性教學原則應用於英語教學。而雖然統計結果顯示教師尚未能將對區分性教學的信念完全實踐在課室教學中，但教師信念對於教學實踐具有正相關，因此教師若對區分性教學有較高的認同度，那麼教師對於對於區分性教學也會有更高的實踐度。此外，本研究也發現區分性教學的研習經驗，與閱讀相關文獻均可提升教師對於區分性教學的正向信念；而閱讀相關文獻及課室學生人數的多寡則會影響教師採用區分性教學的意願。最後，亦希望本研究結果能協助教師與相關教學單位提升普通班英語課室中區分性教學的實施。 / This study aimed to investigate junior high school English teachers’ beliefs and practices on differentiated instruction (DI), the correlation between their beliefs and practices, and the influential factors in their beliefs and practices. The statistical analyses of data from the questionnaire survey of 342 English teachers in Taoyuan County public junior high schools were performed with the SPSS statistic program. The data obtained were subjected to descriptive statistics, independent sample t-test, product-moment correlation, and ANOVA along with Scheffe’s post hoc test if necessary. The findings of the current study can be summed up as follows: Junior high school English teachers held positive attitude toward DI and they implemented several DI principles in their classrooms. Also, positive correlation existed between teachers’ beliefs and practices on DI. The more teachers agreed with DI, the more often they would implement DI in their classrooms. Nevertheless, the results also indicated teachers did not carry out their entire beliefs on DI into their instructional practices. Besides, attendance of workshops and reading DI-related literature could lead to teachers’ positive attitude toward DI while reading related literature and minimizing class size could motivate teachers to implement DI in their classrooms. Based on the findings, pedagogical implications and suggestions were presented for educators and the authorities concerned to make implementation of differentiated instruction more common and efficient in junior high school English classrooms.

本研究旨在探討桃園縣國民中學教師知識管理與教學效能之現況，並分析兩者間的關係，其主要目的有六： 壹、瞭解桃園縣國民中學教師知識管理之現況。 貳、瞭解桃園縣國民中學教師教學效能之現況。 參、瞭解不同背景之國中教師在知識管理的差異情形。 肆、瞭解不同背景之國中教師在教學效能的差異情形。 伍、瞭解國中教師知識管理及教學效能的相關程度與預測力。 陸、根據研究結果提出結論、作成建議，供有關教育單位及人員參考。 本研究採用文獻分析法、問卷調查法，進行研究。在問卷調查部分，以桃園縣公立國民中學教師為研究對象，每校依據班級數之多寡，選取12至18位教師進行問卷調查。總計發出問卷796份，回收問卷674份回收率84.7﹪，其中有效問卷共625份，佔發出問卷的79.0﹪。調查工具為「國民中學教師知識管理與教學效能調查問卷」，所得資料經輸入電腦後，以「SPSS」電腦套裝軟體，進行統計分析。採用平均數、標準差、t考驗、單因子變異數分析、積差相關分析、多元逐步迴歸分析等統計方法加以處理。 依據本研究問卷調查結果，獲致如下之結論： 壹、國民中學教師知識管理之現況大致良好。 貳、國民中學教師教學效能之現況大致良好。 參、教師知識管理之現況受年齡、學歷、職務、學校規模影響而有所差異。 肆、教師教學效能之現況受性別、年齡、學歷、年資、職務、科別、學校規模影響而有所差異。 伍、教師知識管理愈佳則教師教學效能愈佳。 依據本研究之發現與結論，提出下列建議： 壹、對學校及教師的建議 一、宣導知識管理理念，強化教師知識管理能力。 二、以「教學知識庫」提供顯性知識，「師徒制」傳遞隱性知識。 三、提供楷模共同學習，營造創新與知識分享的學校組織文化。 四、鼓勵教師進行行動研究，建立終身學習及團隊學習觀念。 五、提昇教師專業能力，強化教師自我效能。 六、強化領域教學研究會功能，分享教學經驗提升教學品質。 七、建立教學輔導機制，促進教師專業成長。 貳、對教育行政機關的建議 一、提供專業訓練與進修課程，強化資訊設備與擴充人員編制。 二、訂定激勵教師進修配套措施，實施知識管理績效評鑑。 三、推展教師終身學習的理念，建立教師教學效能績效考核機制。 四、增闢國中教師在職進修管道，提升教師自我效能。 關鍵字：知識管理、教學效能。 / The purpose of this study is to explore the current status of knowledge management and teaching effectiveness conducted by the teachers in the junior high schools of Taoyuan County and further to analyze the relation between both, the main purpose in which includes the following six items: 1.To understand the current status of knowledge management conducted by the teachers in the junior high schools of Taoyuan County. 2.To understand the current status of the teaching effectiveness conducted by the teachers in the junior high schools of Taoyuan County. 3.To understand the difference of knowledge management conducted by the teachers with different background in junior high schools. 4.To understand the difference of teaching effectiveness conducted by the teachers with different background in junior high schools. 5.To understand the relative extent and prediction ability of knowledge management and teaching effectiveness conducted by the teachers in junior high schools. 6.According to the result of study to submit conclusion and suggestion in order to provide to the related education institute and person for reference. This study adopts literature analysis method and questionnaire method to proceed study. On the part of questionnaire investigation, the study aimed at the teachers in the public junior high schools of Taoyuan County as the study object and selected 12 to 18 teachers from each school as per the number of class to proceed questionnaire investigation. The study totally issued 796 copies of questionnaire and returned 674 copies of questionnaire, the recovery efficiency is 84.7%, where the valid questionnaire has total 625 copies, which occupies 79.0% of questionnaire being issued. The investigation tool was the “investigation questionnaire to the knowledge management and teaching effectiveness conducted by the teachers in junior high schools”. After input the data obtained into computer, then used 「SPSS」computer package software to proceed statistical analysis. The study adopts mean value, standard difference, t examination, single factor variation analysis, relative analysis of integrated difference and plural step by step return analysis for treatment. According to the investigation result of questionnaire, this study has obtained the following conclusion: 1.The current status of knowledge management conducted by the teachers in junior high schools, which is good approximately. 2.The current status of teaching effectiveness conducted by the teachers in junior high schools, which is good approximately. 3.The current status of knowledge management conducted by teachers has difference., subject to age, education background, position, and the scale of school. 4.The current status of teaching effectiveness conducted by teachers has difference., subject to sex, age, education background, seniority, position, department, and the scale of school. 5.More better in knowledge management conducted by the teachers, more better in teaching effectiveness conducted by the teachers. According to the finding and conclusion of this study, we do hereby submit the following suggestions: 1.Suggestion to schools and teachers 1)Propaganda for the rational concept of knowledge management so as to strengthen the ability of knowledge management of teachers. 2)To provide express knowledge from “Teaching Knowledge Database” and to transmit hidden knowledge from “The Master and Apprentice System”. 3)To provide model co-learning to construct innovation and knowledge to be shared by the school organization culture. 4)To encourage teachers to proceed active research so as to establish a life learning and the group learning concept. 5)To enhance the professional ability for teachers and to strengthen the self-effectiveness of teachers. 6)To strengthen the function of research association of field teaching and to share the teaching experience and further to enhance the teaching quality. 7)To establish the teaching auxiliary system to promote the professional growth for teachers. 2.Suggestion to education administrative institute 1)To provide professional training and advanced course of study and to strengthen the information equipment and the expansion of system. 2)To establish encouraging teachers to accept advanced learning measures and to implement the performance evaluation on knowledge management. 3)To promote life learning concept of teachers and to establish the teaching performance evaluation system for teachers. 4)Otherwise increase on the job training channel for the teachers in junior high schools and to enhance the self-effectiveness for teachers. Keywords: knowledge management, teaching effectiveness.

摘 要 本研究旨在探討不同背景之國小教師，對於國民小學實施電子書包之相關意見以及教學應用模式的需求情形。本研究採便利取樣方式，選取桃園縣20所公立國民小學之全校教師為調查研究對象，進行問卷調查，樣本總計有761名，回收有效問卷共計719份。並以百分比與次數分配、單因子變異數分析、獨立樣本t考驗和卡方考驗等統計方式分析處理相關資料。調查研究重要結果如下： 一、國小教師認為支持實施電子書包最重要的理由是「培養學生運用現代化科技、資訊的能力」以及「提供較傳統教學更快速、便捷、多元與可重複性的學習資源服務」。 二、國小教師認為電子書包最適合的教學型態是「電子書包搭配教學」及「電子書包輔助教學」。而電子書包最適合實施的年段則是「高年級」。 三、國小教師認為電子書包最適合的重量是「1500∼1001公克」或「1000∼501公克」。最適合的螢幕大小是「11-15英吋」。而最適合的價位是「10000-5001元」或「5000元以下」。 四、國小教師認為，目前實施電子書包最有利的因素是「電腦及資訊網際網路日益普及，已能符合國小學童的能力使用」。而最不利的因素則是「電子書包的價格昂貴，大多數家長無法負擔」。 五、國小教師認為，「同步電子筆記教學應用模式」最適合的是「社會學習領域」及「語文學習領域」；「同步解題教學應用模式」最適合的是「數學學習領域」；「分組專題簡報教學應用模式」最適合的是「社會學習領域」、「自然與生活科技學習領域」以及「語文學習領域」；而「班級閱讀教學應用模式」最適合的是「語文學習領域」及「社會學習領域」。 六、不同背景之國小教師對於電子書包的支持度、適合的教學型態、重量、螢幕大小、價位、實施年段以及適合的教學應用模式等，大多有顯著差異存在。 另本研究根據研究結果提出數點建議以供參考。 關鍵詞：電子書包、高互動教室、網路教學、傳統教學 / Feasibility Study on the Implementation of Electronic Schoolbag based on Elementary School Teachers’ Opinions. Liu-Chin Hu Abstract The research is mainly to explore relevant opinions and the needs in the applied teaching mode of elementary school teachers with different backgrounds regarding the implementation of electronic schoolbags in elementary schools. This research utilized an convenient sample selection method by choosing all teachers within Taoyuan County’s 20 public elementary schools as research subjects. There were a total of 761 samples and 719 effective questionnaires were received. Statistical analysis using percentage and frequency distribution, one-way ANOVA, independent-sample t-test and χ2 test were conducted to analyze relevant data. The main results of this research were as follows： 1. Elementary school teachers believed that the main reason for supporting electronic schoolbag implementation was to “cultivate students’ usage of modern technology and information technology ability” as well as to “provide more rapid, convenient, multi-varied and repeatable learning resource services”. 2. Elementary school teachers believed that the most appropriate teaching style in the electronic schoolbag mode was to “match the electronic schoolbag with teaching” and to utilize “the electronic schoolbag to assist teaching”; and the most appropriate implementation stage for electronic schoolbags was in “higher grade levels”. 3. Elementary school teachers believed that the most appropriate weight of electronic schoolbags was “1,001~1,500 grams” or “501~1,000 grams”; the most appropriate display screen size was “11-15 inches”; and the most appropriate cost was “5,001-10,000 dollars” or “under 5,000 dollars”. 4. Elementary school teachers believed that the most advantageous factor for implementing electronic schoolbags now was “computers and the information technology of the Internet are becoming more common each day and are already in accordance to elementary school kids’ ability to use them”; and the main disadvantage was due to the “expensive cost of electronic schoolbags in which most families cannot afford them”. 5. Elementary school teachers believed that “synchronizing electronic notebook applied teaching mode” was most appropriate for “societal learning territory” and “language learning territory”; “synchronizing problem solving applied teaching mode” was most appropriate for “mathematical learning territory”; “team project presentation applied teaching mode” was most appropriate for “societal learning territory”, “natural science and life technology learning territory” and “language learning territory”; and “class reading applied teaching mode” was most appropriate for “language learning territory” and “societal learning territory”. 6. Based on different elementary teachers’ backgrounds, there were significant differences in elementary teachers’ opinions on their support for electronic schoolbags, appropriate teaching mode, weight, display screen size, cost, implementation stage and appropriate applied teaching mode. In addition, this research proposed several recommendations based on the research results for reference. Keywords：Electronic schoolbag, high interaction schoolroom, Web-based Instruction and traditional teaching.

本研究旨在建立「幼兒英語教學光碟評鑑表」，協助家有四到六歲幼兒，且有購買幼兒英語教學光碟需求之家長，在選用購買時能有所依據，買到符合需求、品質精良、包裝與內容相符合之幼兒英語教學光碟類產品。 首先，研究者以國內外對於兒童英語學習、英語教材評鑑、電腦輔助教學／學習軟體及電腦輔助語言學習軟體評鑑各方面的相關研究結果，作為幼兒英語教學光碟評鑑指標建立之基礎，進而歸納彙整出幼兒英語教學光碟之品質面向，並發展各面向之評鑑類別與評鑑項目，以建構幼兒英語教學光碟評鑑指標。 其次，為建立幼兒英語教學光碟評鑑表，並瞭解本評鑑表各評鑑指標之代表性及完善性，研究者邀請兒童發展、幼兒英語學習、電腦輔助語言學習及電腦輔助教學／學習軟體設計各領域的專家，針對各評鑑類別及項目進行適當性之審議，確立幼兒英語教學光碟品質面向以學習者需求為中心，包含教學內容設計、螢幕介面設計及多媒體設計三大層面，「教學內容」、「真實性」、「回饋」、「協助」、「使用者控制」及「多媒體」六個類別，並特別強調消費者不滿意可退貨。 接著，為瞭解本評鑑表之實際可用程度，研究者邀請15位家有四到六歲，且有購買幼兒英語教學光碟類產品需求之家長，及具有幼兒英語教學相關學經歷背景之研究生，分四組試用評鑑三片不同的光碟，並以信度分析、t檢定及單因子變異數分析等統計方法進行資料分析。 根據資料分析，證明本評鑑表具有信度與效度；研究中也發現，一般市售幼兒英語教學光碟的內容品質，在「真實性」、「協助」及「使用者控制」三類上，需要有所改進。 本研究以「幼兒英語教學光碟評鑑表」做為結論，針對幼兒英語教學光碟類產品品質審議之相關單位、消費者、軟體製造廠商、產品設計研究人員及未來研究提出建議，以作為使用、發展或改進之參考。 / The purpose of this study is to develop an evaluative checklist of multimedia English language courseware for preschoolers. Review of literature about language acquisition, evaluation criteria of English textbooks, computer assisted instruction/learning and language learning courseware were summarized to develop the evaluation indexes. To validate the indexes, professors of child development, language development, computer assisted learning and courseware design were consulted to check all the indexes of the checklist. Then, parents were given the checklist to assess the multimedia English courseware.3 different discs were cross examined by 15 parents and 5 graduate students. The results shows the checklist valid and reliable to be an evaluative instrument to ensure the quality of English language learning courseware. It’s also found that the weaknesses of the available discs are “authenticity”, “help message” and “user-control”. Five suggestions for manufacturers, courseware designers and future studies are provided.