本研究旨在探討數位時代教學資源網站的意義與內涵，以及瞭解國小教師教學需求與網路資訊搜尋行為，並進一步探討國小教師對「教育部數位教學資源入口網」的使用與接受度情形，最後對「教育部數位教學資源入口網」提出改善建議。 本研究採訪談法與問卷調查法，以桃園縣立國民小學正式教師為母群體，選取10位經常使用「教育部數位教學資源入口網」的教師，進行訪談研究，將訪談的結果，配合相關文獻與問卷調查結果，作交互分析討論。另外，採分層隨機抽樣方式，針對桃園縣60所學校、564位教師進行問卷調查研究，回收有效問卷數509 份，佔總樣本數之90.2％。所得資料輸入電腦後，利用SPSS統計套裝軟體進行資料分析，統計方法包括描述統計、t考驗、卡方考驗、單因子變異數分析等。透過訪談法的質性探討與問卷調查法的量化數值分析，本研究可歸納出以下結論： 一、國小教師教學強烈需要豐富的教學資源與提升資訊素養 二、國小教師因教學工作上的需求，產生網路資訊搜尋行為 三、只有半數的國小教師使用過「教育部數位教學資源入口網」，整體的使用率不高 四、「瞭解程度不足」、「時間因素」以及「使用習慣」是影響國小教師未曾使用過「教育部數位教學資源入口網」的主要原因 五、國小教師使用「教育部數位教學資源入口網」最主要是為了快速取得教學資源 六、除了「教學資源」之外，國小教師很少使用「教育部數位教學資源入口網」所提供的內容、功能與服務 七、國小教師對「教育部數位教學資源入口網」的接受度屬中上程度 八、「教育部數位教學資源入口網」對國小教師的教學工作有幫助 九、有年齡等六個不同變項對於教師是否使用過「教育部數位教學資源入口網」有顯著差異 十、有性別等八個不同變項在教師對「教育部數位教學資源入口網」的接受度上有顯著差異 十一、「有用認知」、「易用認知」、「使用滿意度」及「使用意願」之間存在顯著正相關 十二、「有用認知」、「易用認知」、「使用滿意度」及「使用意願」之間具有顯著預測作用

本研究旨在探討實習課對職前華語文教師教學信念與教學行為之影響，以某國立大學華語文教學碩士學程二年級的七位台籍學生為研究對象。首先，教學信念之探討係透過質性訪談、試教後的反思札記、及修改前後之教案等相關資料進行分析；其次，教學行為的探討則以剖析職前華語文教師試教錄影檔案中的行為表現為主；最後，再進行交叉比對，以探究教學信念與教學行為之間的關係。主要研究問題為：第一，實習課如何影響職前華語文教師教學信念(共分為教學方式、師生角色、課程與教材、教學任務四個面向進行探討)？第二，藉著實習課錄影檔案，探究職前華語文教師的具體教學表現行為為何？第三，教學信念及教學行為之間的關係為何？分析方式則是藉由Nvivo 統計分析軟體編碼以質化方式分析教學信念，其次以量化方式分析教學行為，然後再以紮根理論方式探討教學信念與教學行為間的關係。 研究結果顯示：(一)本個案中的教學實習課對職前華語文教師所形塑之教學信念較趨向效能取向; (二)本個案中的教學實習課對職前華語文教師教學行為之影響主要為提高其以學生中心方式教學的比例; (三)本個案中的職前華語文教師之教學信念與教學行為間的關係並非完全一致，而是呈現出些微相異處；(四)整體而言，教學實習課有助於職前華語文教師增進教學專業能力，亦其助其瞭解學習者特性知識與教育現場所需的脈絡知識。最後，根據研究結果，本研究提出相關建議供未來華語文師資教育之參考。 / This case study aims to understand how teaching practicum might impact pre-service teachers’ teaching beliefs and teaching practices. Participants were seven Taiwanese Chinese language pre-service teachers who were in their 2nd year of graduate study and they were from the Department of Teaching Chinese as Second Language at a national university in Taiwan. To implement, firstly, this study analyzed pre-service teachers’ teaching beliefs using qualitative interviews, reflective teaching journals, and their teaching plans and other relevant information. These data were coded by using Nvivo statistical software. Secondly, this study analyzed pre-service teachers’ teaching practice using their videotaped records. Lastly, this study made use of all above collected data in a more integrated manner to analyze the relationship between pre-service teachers’ teaching beliefs and their teaching practices based on grounded theory. The main findings of this study include the following: (1) After teaching practicum, the teaching beliefs of the participating pre-service teachers became more efficiency-oriented; (2) After teaching practicum, the teaching practices of the participating pre-service teachers became more likely to perform more student-centered teaching; (3) It was found that the relationship between pre-service teachers’ teaching beliefs and teaching practices was not fully consistent; (4) Overall, it was found that teaching practicum employed in this course not only enhanced pre-service teachers’ professional teaching ability but also equipped them with more knowledge of learners, as well as learners’ characteristics, and more knowledge of educational contexts. Based on the findings, three suggestions for cultivating more effective Chinese language pre-service teachers were made.

「溝通」為語言學習的主要目的，如何能使中級華語學習者自然流暢地表達個人觀點並更貼近母語人士的語言習慣是本研究所探討的議題。研究顯示「電影」應用於第二語言教材可以幫助學習者提升溝通能力，更可持續激發語言學習的興趣。然而台灣目前使用電影主要以文化課程輔助進行，尚未規劃專門的電影華語課程，且普遍以成人為主教學對象。 因此本文主要探討如何應用華語電影於青少年華語課程，並分析華語電影教材的學習成效。本研究採用文獻回顧探究電影教學相關研究、中英教學中的電影教學發展、青少年華語教學、教學法與教學模式，以第二章節作為理論架構，依據此架構設計電影華語課程並實際執行。研究結果顯示使用溝通式教學法所延伸的教學活動，同時搭配ADDIE教學模式能有效地將電影教材應用於華語課程中，不僅符合學習者的學習需求，更使教學更具系統性。研究者依電影主題歸納成11種類型，針對青少年學習者選取「愛情類」、「勵志類」類型，以此兩種主題作為框架列舉出20部適合用於華語課程的電影，另外參考電影作為第二語言教材的標準，制定5項華語電影選取原則提供教學者參考。回饋結果顯示，學習者認為電影華語課程能提升聽、說能力，其次為閱讀能力，最後為寫作能力。整體而言，青少年學習者對於電影運用於語言課程中抱持正面的看法，大部分的學習者表示喜愛電影主題和課程中所討論的話題，透過課程中不斷地問答和多元的任務練習活動，學習者溝通時能以自然的表達方式和他人交流想法，並以尊重、包容和分享的情懷欣賞跨文化的議題。最後，研究者於文末提供未來電影華語教學之研究建議。 / Communication is the main purpose of language learning. This research is concerned about how to assist intermediate-level learners in expressing fluently and using the language according to the native speaker's habits. Research shows that using “ Film” can help to improve the communicative ability of the learners, which can also trigger more interest in language learning. However, the use of films for teaching Chinese in Taiwan is limited to culture classes of the adult, not planned for specialized classes. Hence, the main purpose of this research is to analyze how to apply Chinese films in adolescent Chinese courses, and the effect of Chinese film courses. The method of this research is based on the literature review in both teaching Chinese and English by using film, teaching Chinese for adolescent, teaching method and teaching model. Through this framework, the author has planned and implemented the lesson on teaching Chinese through Chinese films. The result has shown that using Communicative Language Teaching and ADDIE teaching model at the same time can incorporate film materials into courses more effectively. According to the film genre, the author has classified 11 types of films, analyzed romance and inspiration topic for adolescent learners, listed 20 films through which are suitable for Chinese courses. Besides, this research has drawn up 5 criteria for selecting Chinese films. The result of the survey has shown that listening and speaking ability can be increased after courses, but not much practice on reading and writing ability. Overall, using film as class material receives a very positive feedback from adolescent learners. Most of the learners show their high interest in themes and topics of the courses, learners can share ideas and express themselves naturally with others through diverse tasks in the class. Meanwhile learning to show respect to different cultures in cross-cultural issues. Pedagogical implications and suggestions for further research are included at the end of this thesis.

For many years, Latin America has faced many socioeconomic problems. The lack of education and the limitation of access to information have been highly harmful to people with limited economic resources. As a consequence of these two inequalities, the crime ratio in the region has surpassed the global average ratio, and the development growth rate is low compared to other developing economies. Many educators around the world have concluded that the root of the problem is the bad structured educational systems in many of these countries, where not only the lack of well trained teachers, but also the limitation of opportunities is evident. As a result, Latin American people face many problems to compete and to excel in different fields in this globalized society. TutorEs is an online platform which desires to lessen the gap between the different socioeconomic status in terms of education quality. By providing open access to high quality educational material and taking advantage of information technology and the Internet; the company desires to empower people with the necessary skills and knowledge to succeed and to create a positive impact to the Latin American society as a whole. Besides providing teaching sessions, TutorES will also be able to create job opportunities through the offering of informal job positions, where people with the right skills can provide their service as tutors and receive a payment. The special feature of TutorES platform is the free online tutoring sessions provided by people who want to donate time and efforts to learners who cannot afford a learning session at an academic institution which requires a monthly payment for the service. TutorES believes that education is a powerful tool that will promote a positive change in the Latin American region.

本研究採行動研究，旨在探討如何設計出一套符合低成就學生需求的補救教學課程。實施對象為九年級六位體育班學生並選取其中兩位做深入的紀錄。地點為南部一所特偏國中，經歷十五週。研究結果如下: 第一，對低成就學生有幫助的教學設計應考量到: 1. 教材應就低成就學生程度而做適宜的改編。 2. 診斷學生學習困難之處並對症下藥，以提升學生學習信心。 3. 根據學生偏好的學習模式，課程應減少老師講課，多讓學生做活動。 第二，補救教學課程確實能幫助低成就學生學習，基於以下五點: 1. 師生互動頻繁。 2. 不必趕進度，學生做中學。 3. 學生告訴老師自己想學的東西，落實學習者中心的理念。 4. 友善環境下，學生逐漸培養出讀書習慣。 5. 活動多元，從各面向訓練學生英語能力。 第三，如何提供一套有效的補救教學課程，有以下三點發現: 1. 將課堂學習與學生的生活經驗相連結。 2. 學生主導自己的學習。 3. 提供支持的學習環境。 實施過程中面臨到最大的挑戰為學生時輟時學，搖擺不定的態度。因應方式為冷靜處理，堅持到底。 最後，根據研究結果，對教學與未來研究提出相關建議。 / This study adopted action research to explore how to design an effective remedial instruction based on the low-level students’ varied needs. This remedial English program was implemented to six ninth PE specialty graders, lasting for fifteen weeks in junior high school locating in the extremely rural area. The findings of this study are as follows: As the aspects of offering a helpful remedial instruction, first, the contents must be adapted to meet the low-level readiness levels. Second, the class can focus on students’ difficulties to enhance students’ confidence. Third, the teachers can reduce lectures to allow for activities based on the students’ leaning styles. The low-level students were proved to benefit from the remedial English class because first, there was lots of interaction between the students and the teacher. Second, the remedial class did not have to follow the fixed schedule, and the students could learn through participating in activities. Third, the students told their needs to the teacher. The learner-centered concept was carried out in this way. Fourth, the low-level students were provided with constant support and help, and they gradually cultivate study habits. Fifth, the remedial class offered diverse activities to develop students’ proficiency. After implementation, the researcher concluded three points to design an effective remedial instruction. First, connect the learning to students’ personal experience. Second, let the students take the active role. Third, create a support environment. In the process, the challenge was the students’ lax attitudes and inconsistency. The teacher solved the dilemma with reason and persistence. Finally, based on the findings, suggestions for teaching and future studies were discussed. Keywords: Remedial instruction, Low-level students, An effective instruction

大要內容分述如左： 第一章 緒言 第一節 研究動機及目的 第二節 研究架構、方法及限制：此章中首先採用行銷及生產觀點來說明企管教育之 運作，並因而引出整個研究動機的形成及研究架構。 第二章 文獻探討 第一節 個案教學法之沿革 第二節 個案教學法之前題、優點 第三節 個案教學法之構面： 1.個案。2.學生。3.教師。4.上課方式之結構化程度 第四節 個案教學法之限制。 第三章 研究結果：本章主要利用統計分析方法來分析樣本資料，以求證： 1.企管所運用個案教學法在各種課程上之成效。 2.學生對個案教學的一般觀點（包括運用個案教學佔全部教學之比例、個案教學法以 後應再加強的地方及學生在個案教學過程中所感受到的一些心理、人際因素）。 3.學生特質（如主動參與，是否就業）對個案教學之評估是否有顯著差異等。 4.個案教學法若要成功，則對那些因素（如老師能力，學生參與）依賴較重。 第四章 結論及建議。

本論文旨在呈現筆者如何透過「行動研究」的方法與「線上學習」的途徑，來改善「族語教學」的困境。研究參與者以阿美族學生會的成員為主，研究過程是透過行動研究的方法，不斷修正與改善「線上學習融入族語教學」各種教學實驗模式，來進一步模擬「浸滲式教學」的情境，營造出族語的環境，進而解決學生會「族語教學」的困境。主要的研究發現和貢獻如下： 研究發現 一、「線上學習」可以解決學生會「族語教學」的困境。 （一）族語環境：以「網路非同步教學」尤佳。 （二）學習動機：以「維持」與「滿足」學習動機為主。 二、建構出適合學生會的族語教學模式，其中以「線上學習融入小班課堂教學」效果最好。 三、「教學模式」愈接近「浸滲式教學」的情境，愈能解決族語教學的困境。 四、族語教學所產生的問題（族語環境缺乏、民族認同變遷等），大多是主流社會所造成的。 研究貢獻 一、「線上語言巢」的提出—族語教學的最佳模式。 二、提出「轉化模型」和「並存模型」來說明推動「族語」 發展的迷思。 關鍵字：線上學習、族語教學、行動研究、浸滲式教學、轉化模型、並存模型 / The purpose of this thesis will solve the difficulty of ethnic language program by action research and e-learning approach. The participants rely mainly on member of Pangcah Students Organization(PSO). By method of action research, it can constantly modifies and improve the model of infusing e-learning into ethnic language program and simulates condition of ‘immersion program’ , and goes a step further to construct environment of ethnic language to solve difficulty of ethnic language program. The main findings and contribution are as follows: Findings First, e-learning approach can solve difficulty of ethnic language program of PSO. (1) Environment of ethnic language: Asynchronous teaching and learning is the best. (2) Learning motivation: It only maintains and satisfies learning motivation. Second, it has constructed models of ethnic language program, and the third model (infusing e-learning into little class program) is the best. Third, the more the model is close to immersion program, the more it can solve difficulty of ethnic language program. Fourth, the questions of ethnic language program (lack of environment of ethnic language, shift of ethnic identity etc.) cause by mainstream society. Contribution First, researcher address that the best model of ethnic language program will be ‘On-line Language Nest’ in the future. Second, address ‘Convert Model’ and ‘Compatible Model’ to break myth of ethnic language development. Key word: e-learning, ethnic language program, action research, immersion program, convert model, compatible mode.

本研究採用台北市政府教育局所發展的「發展性教學輔導系統」作為研究工具，以台北縣一所國中的二位實習教師作為研究對象，進行學校本位教學視導的行動研究，藉以瞭解學校本位教學視導對實習教師在教學輔導上的成效。 本研究先以文獻分析法探討學校本位教學視導的理論內涵，再從實施學校本位教學視導所蒐集的教學觀察、座談回饋、學生反應、教師感想等等相關資料，分析比較二位實習教師在接受學校本位教學視導前後的教學變化情形，並與一位未接受學校本位教學視導的實習教師作對照，最後提出如下的研究發現與建議： 一、研究發現 （一）學校本位管理與教學視導為學校本位教學視導的理論基礎。 （二）學校本位教學視導的實施方式會因校制宜。 （三）實施學校本位教學視導可以幫助教師專業成長，增加教師教學信心；促進教學專業對話，建立教學專業團隊；提高學生學習興趣，提升學生學習效果；培訓教學視導人員，成為校內種子教師。 二、綜合建議 （一）教學視導的規準與指標內容要具體、客觀、明確。 （二）依學校條件與教師需求權變實施學校本位教學視導。 （三）學校本位教學視導應成為學校例行措施。 （四）教師聘約上明文規定教師應接受學校本位教學視導。 （五）師資培育機構協助教育實習學校培訓教學視導人員。 （六）採用質量並行的研究方法繼續後續研究。 / The research adopts Developmental Instructional Assistance Program developed by the bureau of education in Taipei City Government as the study tool. The subjects of the research are two intern teachers who work in a junior high school of Taipei County. In order to realize the effect of school based instructional supervision on intern teachers’ teaching assitance, we proceed the action research of school based instructional supervision. First, the research explores the content of the theory school based instructional supervision by means of literature analysis, And then put it into practice. In the wake of collecting relevant information about teaching observation, discussion feedback, students’ reaction, teachers’opinions etc., analyze and compare the difference of the two intern teachers’teaching, which is compared before accepting schoolbased instructional supervision and after accepting it. Moreover, in contrast with an intern teacher who does not accept school based instructional supervision, we finally bring forward the findings of the research and suggestions as follows： 1. The findings of the research： （1） School based management and instructional supervision are the basis of the theory school based instructional supervision. （2）The method of implementing school based instructional supervision should be alternative. （3）Implementing school based instructional supervision helps teachers cultivate professional, increases teacher’s confidence in teaching, promotes professional conversation in teaching, establishes professional group in teaching, uplifts student’s interest in learning, enhances student’s learning effect, and training instructional supervision personnel to make them beome seed teachers in schools. 2.Integrated suggestions： （1） The content of the standard and indication for instructional supervision must be concrete, objective, and definitive. （2） Delegate and implement school based instructional supervision, depending on school’s conditions and teacher’s needs. （3）School based instructional supervision Should become the routine in schools. （4） It should be clearly stipulated in the formal letter of employment that teacher should accept school based instructional supervision. （5）The teacher training institutes assist educational intern schools to educate and train instructional supervision personnel. （6）Adopt the method of research, which is qualifying accompanied with quantifying, to continue the follow-up research.

本研究主要為探討不同背景變項之台灣地區北、中、南之公私立大學學生對大學教師優質教學內涵及大學教師優質教學模式之看法，除作現況分析及差異比較外，並依據大學學生所填答之課程學群的分類，找出適合該課程學群之優質教學模式。 研究中除蒐集、整理、閱讀相關文獻外，並依據文獻資料編製「大學教師優質教學內涵現況之調查問卷」及「大學教師優質教學模式現況之調查問卷」，對台灣地區北、中、南各公私立大學實施調查研究，總共回收824份有效樣本，而後根據資料分別進行描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計分析後有以下幾項發現： 一、大學教師優質教學內涵中，以「大學教師教學之師生互動」得分最高，以「大學教師教學之準備活動」得分最低。 二、大學教師優質教學模式中，以「講述教學模式」得分最高，以「協同教學模式」得分最低。 三、 大學學生不同背景變項在大學教師優質教學內涵上之差異 1. 女學生在大學教師優質教學內涵上之得分，顯著高於男學生之得分。 2. 第一類科系學群（文法傳播）學生及第五類科系學群（教育）學生在大學教師優質教學內涵之得分，顯著高於第三類科系學群（理工）學生及第四類科系學群（農醫）學生的得分。 3. 大學二年級學生及大學四年級學生在大學教師優質教學內涵之得分，顯著高於大學一年級學生的得分。 4. 修習第一類課程學群（文法傳播）學生及第五類課程學群（教育）學生在大學教師優質教學內涵上之得分，顯著高於修習第三類課程學群（理工）學生及第四類課程學群（農醫）學生的得分。 5. 課程性質在大學教師優質教學內涵上之得分，沒有顯著差異。 6. 其他課程（如通識）及外系課程在大學教師優質教學內涵上之得分，顯著高於本系課程及共同科目的得分。 7. 選修課程在大學教師優質教學內涵上的得分，顯著高於必修課程的得分。 8. 晚上時段課程在大學教師優質教學內涵上的得分，顯著高於下午、上午時段課程的得分。 四、 大學學生不同背景變項在大學教師優質教學模式上之差異 1. 女學生在「討論教學模式」、「講述教學模式」、「個案教學模式」、「角色扮演模式」、「探究教學模式」此五種教學模式之得分，皆顯著高於男學生的得分。 2. 第五類科系學群（教育）及第一類科系學群（文法傳播）在「討論教學模式」、「講述教學模式」、「個案教學模式」、「踏查教學模式」、「角色扮演模式」、「合作學習模式」、「探究教學模式」的得分，均顯著高於第三類科系學群（理工）及第四類科系學群（農醫）的得分。 3. 二年級及四年級大學學生在「討論教學模式」、「講述教學模式」、「個案教學模式」、「探究教學模式」四種模式中之得分，顯著高於一年級學生之得分。 4. 第五類課程學群（教育）及第一類課程學群（文法傳播）在「討論教學模式」、「講述教學模式」、「個案教學模式」、「踏查教學模式」、「角色扮演模式」、「合作學習模式」、「探究教學模式」的得分，均顯著高於第三類課程學群（理工）及第四類課程學群（農醫）的得分。 5. 偏實務課程在「討論教學模式」、「個案教學模式」、「踏查教學模式」、「角色扮演模式」、「協同教學模式」、「合作學習模式」、「探究教學模式」中的得分，皆顯著高於偏理論課程的得分。 6. 其他課程（如通識）在「討論教學模式」中得分較高;外系課程在「講述教學模式」中得分較高;本系課程在「踏查教學模式」、「協同教學模式」中得分較高。 7. 選修課程在「講述教學模式」、「合作學習模式」、「探究教學模式」中的得分，顯著高於必修課程及旁聽課程。 8. 晚上時段課程在「討論教學模式」、「講述教學模式」、「個案教學模式」、「協同教學模式」之得分，皆顯著高於下午時段課程及上午時段課程。 五、整體大學教師教學內涵與大學教師優質教學模式有低度至中度正相關。 六、「講述教學模式」為五大類課程學群所共有最能預測大學教師優質教學內涵之教學模式。 最後，本研究依據上述研究結果，形成結論並提出建議，以供教育行政機關、學校單位、大學教師、大學學生及未來相關研究之參考。 / The main purpose of this study is to investigate the viewpoints of various university students background for the effective teaching contents and effective teaching models of university teachers in Taiwan. In addition to understanding the current situation and difference, the study also based on the classification of curriculum to find out the suitable effective teaching models. According to the literature review, the study forms a self-made questionnaire in the topic of “ The questionnaire for current effective teaching contents of university teachers ” and “ The questionnaire for current effective teaching models of university teachers ”.The questionnaire are sent to all the samples ( including the public and private universities in Taiwan ) and 824 surveys that returned from the samples are identified to be valid. The conclusion is through statistic analysis of research sources, including description analysis, t-test, one-way ANOVA, correlation analysis, and stepwise multiple regression analysis. The main finding of the study are as follows : 1. The point of “ the interaction between teacher and students in class ” is highest, whereas the point of “ the preparation of the teaching in class ” is lowest in “ The questionnaire for current effective teaching contents of university teachers ”. 2. The point of “ The lecture teaching model ” is highest, whereas the point of “ The collaboration teaching model ” is lowest in “ The questionnaire for current effective teaching models of university teachers ”. 3. The difference of university students’ various background in “ The questionnaire for current effective teaching contents of university teachers ” are as follows : (1) The point of female university students is significantly higher than that of male university students. (2) The points of the university students studying in the first classification of department ( Liberal Arts, Law and Communication ) and the fifth classification of department ( Education) are significantly higher than those of the university students studying in the third classification of department ( Science and Engineering ) and the fourth classification of department ( Agriculture and Medicine). (3) The points of the second grade students and the fourth grade students are significantly higher than those of the first grade students. (4) The points of the university students studying in the first classification of curriculum ( Liberal Arts, Law and Communication ) and the fifth classification of curriculum ( Education) are significantly higher than those of the university students studying in the third classification of curriculum ( Science and Engineering ) and the fourth classification of curriculum ( Agriculture and Medicine). (5) The difference shown in the character of the curriculum is not significant. (6) The points of the other curriculum (liberal education) and the minor curriculum of one’s department are significantly higher than those of the major curriculum of one’s department and the common curriculum. (7) The point of the elective curriculum is significantly higher than that of the required curriculum. (8) The point of the curriculum after 6:00 p.m.is significantly higher than that of the curriculum in the morning and afternoon. 4. The difference of university students’ various background in “ The questionnaire for current effective teaching models of university teachers ” are as follows : (1) The point of female university students in “ The discussion teaching model ”、 “ The lecture teaching model ”、“ The case-study teaching model ”、“ The role-playing teaching model ”、 “ The inquiry teaching model ” is significantly higher than that of male university students. (2) The points of the university students studying in the fifth classification of department (Education) and the first classification of department ( Liberal Arts, Law and Communication) in “ The discussion teaching model ”、“ The lecture teaching model ”、“ The case-study teaching model ”、“ The field-study teaching model ”、“ The role-playing teaching model ”、“ The cooperative learning model ”、“The inquiry teaching model ” are significantly higher than those of the university students studying in the third classification of department ( Science and Engineering ) and the fourth classification of department ( Agriculture and Medicine). (3) The points of the second grade students and the fourth grade students in “ The discussion teaching model ”、“ The lecture teaching model ”、“ The case-study teaching model ”、“ The inquiry teaching model ” are significantly higher than those of the first grade students. (4) The points of the university students studying in the fifth classification of curriculum (Education) and the first classification of curriculum (Liberal Arts, Law and Communication) in “ The discussion teaching model ”、“ The lecture teaching model ”、 “ The case-study teaching model ”、“ The field-study teaching model ”、“ The role-playing teaching model ”、“ The cooperative learning model ”、“ The inquiry teaching model ” are significantly higher than those of the university students studying in the third classification of curriculum ( Science and Engineering ) and the fourth classification of curriculum ( Agriculture and Medicine). (5) The point of the practical curriculum in “ The discussion teaching model ”、“ The case-study teaching model ”、“ The field-study teaching model ”、“ The role-playing teaching model ”、“ The collaborative teaching model ”、“ The cooperative learning model ”、“ The inquiry teaching model ” is significantly higher than that of the theoretical curriculum. (6) The point of the other curriculum ( liberal education ) in “ The discussion teaching model ” is higher than others ; the point of the minor curriculum of one’s department in “ The lecture teaching model ” is higher than others , and the point of the major curriculum of one’s department in “ The field-study teaching model ” and “ The collaborative teaching model ” is higher than others. (7) The point of the elective curriculum in “ The lecture teaching model ”、“ The cooperative learning model ”、“ The inquiry teaching model ” is significantly higher than that of the required curriculum and the non-credit earning curriculum. (8) The point of the curriculum after 6:00 p.m. in “ The discussion teaching model ”、 “ The lecture teaching model ”、“ The case-study teaching model ”、“The collaborative teaching model ” is significantly higher than that of the curriculum in the morning and afternoon. 5. The positive correlation between “ The questionnaire for current effective teaching contents of university teachers ” and “ The questionnaire for current effective teaching models of university teachers ” is from low to middle. 6. “ The lecture teaching model ” is the most common and the prediction of the five classification of curriculum is highest . Eventually, the study draw a conclusion from the overcome of the study and provide further suggestion for the reference of educational administration department, university administrational units, university teachers, university students and further study.

本研究之目的是藉由 ICT（Information and Communication Technology）工具應用在國中英語教學及口語練習的教學實驗，來初探 ICT 工具對於英語教學及口語練習的成效。本研究的工具為一個可供老師靈活教學及學生口語練習的 ICT 工具：eCard 系統，研究時間為一學期（2008.2 – 2008.7），經由老師與學生實際應用此工具來教學及進行口語練習作業，並以 eCard 系統的學習記錄檔（log file）、問卷、訪談、錄音、隨班觀察及錄影來做為本研究的研究資料。研究結果發現，老師及學生均對使用 ICT 工具教學有正面的評價，老師利用此工具可對教學方式做不同的變化，而學生也因這種新式的教學方式而增加學習的注意力，並對字彙的記憶更加深刻；在口語練習方面，老師覺得 ICT 工具可以增加學生口語練習的機會，但因實行時間太短，對學生英語能力的提升較不顯著，而學生覺得 ICT工具提供更多的口語練習機會，並對其發音很有幫助，但對於「說」英語的信心並沒有增加。此外，本研究亦提出許多未來 ICT 工具融入英語教學及口語練習的建議與努力方向，以作為未來研究之參考。 / The purpose of this study is to investigate the effect of using Information and Communication Technology (ICT) tools to facilitate oral practices in learning of English. The ICT tool (ie, the eCard system) was developed for the instructor to create oral practice assignments and for the students to conduct oral drills. The study lasted one semester. Research data were collected via automatic logging of student activities, post-experiment questionnaires, student and teacher interviews, and in-class video recordings. The major findings are: (1) both the teacher and the students have good appreciation of using ICT tools in teaching and learning; (2) Students do have increased oral practices with the availability of the ICT tool; (3) the increased practices resulted in better pronunciations; (4) rise in the confidence level on English speaking was not observed.