本研究旨在探討澎湖縣國小教師教學資訊需求與資訊尋求行為，透過問卷對全澎湖縣40所國小之教師進行普查，以瞭解澎湖縣國小教師之教學資訊需求及資訊尋求行為概況，接著對10位同意接受訪談，且年資在5年以上之國小教師進行深度訪談，透過問卷調查及訪談分析，本研究發現如下： 在教學資訊需求方面，澎湖縣國小教師教學資訊之需求以能『補充教材內容，擴展學生見聞，引發學生學習興趣，提升學習專注力』之教學資訊為主；社會、國語及自然三科較需要額外補充教學資訊；這些額外的教學資訊多運用在課堂之發展活動；數位影音類型教學資訊受大多數教師喜愛，特別是YouTube上的影片。 在資訊尋求行為方面，澎湖縣國小教師教學資訊尋求管道以網路搜尋為主(Google最多)，選擇管道考量方便且能快速取得資訊，選用資訊時則會考量資訊的正確性、方便性、與教學內容相關性、易懂性。找尋教學資訊之干擾因素較多教師表示為：行政工作太多、交通不便、澎湖書店太少、研習很少符合需要、教學設備不夠完善。尋求資訊時的困難主要為『資料量過多，難以篩選』，而解決方式以『請教同儕教師』為主。 研究結果提出對教育主管單位之建議為：(一)減少行政工作與無益於提升學生基本能力之活動，或增加學校員額編制減少上課時數，讓教師有更多心思專注於教學上；(二)提高設備維護經費，使教學設備更完善；(三)加強與穩定網路品質；(四)精緻化研習活動，使研習活動符合需求；(五)整合教育資源，訓練教師運用；至於對圖書館之建議為：(一)希望延長開放時間；(二)希望增加館藏及數位化資源；(三)專業圖書館人員進駐小學協助管理學校圖書館；(四)加強圖書館推廣服務。 / This study was to analyze the teaching information needs and information seeking behaviors of elementary school teachers in Penghu County. The questionnaires mailed to 40 elementary school teachers. . This study also had in-depth interviews conducted with school teachers who have more than five years teaching experience to realize their opinions of information needs and behaviors. The results are summarized two parts. On teaching information needs, the information needs of elementary school teachers in Penghu County were to “supply teaching materials, broaden students’ horizons, arouse students' curiosity interests in learning, and improve learning concentrated attentionion”. Especially in Social Studies, Mandarin and Natural Sscience need more additional supplements of teaching information. This additional teaching information usually used in the development of classroom activities. Most teachers were used to rely on digital audio and video types of teaching information, especially videos on YouTube. On information seeking behaviors, the teachers were mostly using search engines on internet as their teaching information seeking channels (Google is the most popular one). The main considerations of seeking route selecting were convenient and easy to get information. On information selecting, the teachers would consider the information validity, convenience, teaching contents relevance, and understandability. The interference factors to seek teaching information were too much administrative works, traffic inconvenience, lack of bookstores in Penghu, teachers’ learning courses rarely met their real needs, and teaching equipment not good enough. The main difficulties when seeking information were "too much amount of data, and difficult to select". Most teachers’ solution was "to ask their colleagues for advice ". Five suggestions for educational administration: 1. Reduce administrative works and profitless activities or recruit more school staffs to reduce teachers’ workload, so that teachers could have more energy to focus on teaching. 2. Increase the maintenance budget to keep teaching equipment always in a good condition. 3. Strengthen and stabilize Internet network quality. 4. Refine teachers’ learning courses to meet the real needs of teachers. 5. Integrate educational resources and train teachers how to use. Four suggestions for the library: 1. Extend the opening hours. 2. Increase the amount of library collections and digital resources. 3. Recruit professional library personnel into primary schools to assist. 4. Strengthen the promotion of library services.

本研究的主要目的，在探討桃園縣國民小學教師知識管理、教學資訊素養與教學效能之關係。研究採問卷調查法進行，以98學年度桃園縣國民小學教師為研究對象，各校依班級數多寡，選取6至20位教師進行問卷調查，總計發出問卷601份，回收問卷556份，可用問卷547份，問卷回收率92.5%。所得資料輸入電腦，以SPSS for Windows 17.0版統計套裝軟體進行分析。採用平均數、標準差、獨立樣本t檢定、單因子變異數分析、Pearson積差相關分析、多元逐步迴歸分析等統計法加以處理，獲致如下之結論： 壹、桃園縣國民小學教師知識管理、教學資訊素養與教學效能現況皆達中上程度。 貳、桃園縣國民小學教師知識管理整體受性別、職務及最高學歷影響而有所差異；教師教學資訊素養整體受性別、年齡、職務、最高學歷及IC3資訊認證影響而有所差異；教師教學效能整體受職務及最高學歷影響而有所差異。 參、桃園縣國小教師知識管理、教學資訊素養與教學效能三者間具有顯著正相關。 肆、桃園縣國小教師知識管理各層面對教學效能的預測力，以「知識的內化與應用」為最佳預測變項。 伍、桃園縣國小教師教學資訊素養各層面對教學效能的預測力，以「應用資訊科技輔助教學活動」為最佳預測變項。 依據本研究之結論，提出以下列之建議： 陸、對國小教師之建議 一、重視自身專業知能，終身學習自我提昇 二、成立教師專業社群，建立分享對話文化 三、實施資訊融入教學，強化學生學習動機 四、建立個人知識平台，累積豐富教學資源 伍、參與專業發展評鑑，增進教師教學效能 柒、對學校及教育行政機關之建議 一、培養教師資訊能力，配套資訊檢測效能 二、擴大資訊認證範圍，提昇實質教學效能 三、補助教師資訊設備，鼓勵知識數位化管理 四、辦理知識管理研習，提昇知識管理知能 五、建立職務輪調機制，參與學校行政工作 / The purpose of this research is to explore the relationship among teachers’ knowledge management, teaching information literacy and the teaching effectiveness of the elementary schools in Taoyuan County. The research was conducted through questionnaire survey. The participants were the teachers in Taoyuan elementary schools in academic year 2010. 6 to 20 teachers were selected from each school based on the class number of the schools. 601 questionnaires were issued, and a total of 556 questionnaires were collected from all the target schools, with the rate of retrieval, 92.5%. 547 copies were valid samples. The research data acquired was processed by SPSS for Windows 17.0 version and analyzed with average mean, standard deviation, independent sample t-test, one-way ANOVA, Pearson’s product-moment correlation coefficient, and multiple regression analysis. Based on the results, the following conclusions were reached: 1. The current level of teachers’ knowledge management, teaching information literacy and the teaching effectiveness conducted by the teachers elementary schools scores “Upper-high” in performance. 2. The difference in knowledge management among conducted teachers arises from sex, position and education background. The teaching efficacy conducted by teachers differs , subject to sex, age, position, education background and IC3 certification. The teaching effectiveness conducted by teachers has difference., subject to position and education background. 3. There are significant positive correlations among teachers’ knowledge management, teaching information literacy and the teaching effectiveness. 4. “Knowledge internalization and application” plays the strongest variable to enhance the prediction of teachers’ knowledge management on teaching effectiveness. 5. “Information and technology application on teaching activity” is the best variable to strengthen the predictions of teachers’ teaching information literacy on teaching effectiveness. 6. Suggestions for teachers: (1)Value self professional knowledge. Lifelong learning contributes self improvement. (2)Establish teachers’ professional communities. Create sharing cultures for mutual dialogues. (3)Integrate information technology into teaching. Strengthen pupils’ learning motivation. (4)Set up personal knowledge platform. Accumulate fruitful teaching resources. (5)Participate in the assessment of professional development. Enhance teaching effectiveness. 7. Recommendations on school and education administration institutes (1)Cultivate teachers’ information capabilities packaging with certificate verifying system. (2)Enlarge the range of information technology certification to enhance factual teaching effectiveness. (3)Subsidize teachers’ information technology equipment. Encourage digitalized management in knowledge. (4)Hold seminars for knowledge management to improve efficiency and effectiveness. (5)Devise job rotational mechanism to take part in school administrative tasks.