從學校圖書館的借閱情形，到臺灣104年度閱讀素養調查報告中，都顯示臺灣從青少年到成年人的閱讀內容，有淺薄化和狹窄化的現象。淺薄化意指思考深度較為淺薄的內容，狹窄化所指的是個人的閱讀種類具有偏好與習慣，上述例如小說類的輕小說或生活實用類的運動減肥書。長遠來看，這樣的閱讀風氣並不利於一個國家社會的穩定與發展。因此，「從教育紮根」便是常常受關注的口號，所以各學科國中教師，須思考以教學的力量，幫學生掌握閱讀理解策略，進行深思明辨，並且帶領學生認識多元化的閱讀視野。不過在升學主義的國中教育現場，要教師改變傳統教學法是有一定的困難度，所以本研究從已實行閱讀策略融入教學的老師去探討以下七點研究目的 : 一、了解國中學科教師對閱讀策略的認知和態度。 二、分析國中學科教師融入閱讀策略於在教學中的情形、收穫與想法。 三、整合與探討國中各學科需要的基本閱讀策略。 四、分析教師融入閱讀教學的原因與問題。 五、探討閱讀策略教學對各學科教學的擴散影響。 六、了解與探討教師於圖書資訊利用的情形。 本研究中採用訪談法，以一所國中為研究場域，針對五門學科(國文、英語、數學、社會和自然)各四位教師進行深度訪談。 訪談資料的分析結果有以下結論:教師認同需要閱讀策略融入教學來偏鄉學生改善學習能力，不過教師對於閱讀策略的認知相當有限。經過整合後學科需要的基本閱讀策略有瀏覽、摘要、辨詞、統整、解釋、比較、連結和推論，但不同學科之間仍有差異。除想養成學生自學能力外，另外教學意願也深受教學同儕的正面影響，然而教師認為趕課壓力卻是教學中最大的問題。閱讀策略教學對各學科教學確實具有助益與擴散影響，不過學科延伸閱讀的學習課程不多，呈現師生的學科圖書資訊素養不足，而教師多表示未來願意去嘗試設計推廣學科閱讀。 本研究分別對教育當局、學校單位和教師本身都有提出具體相關建議，以做為繼續推動長遠閱讀教育與活化教學的參考。 / From the condition of borrowing books in a school library to the Taiwanese reading literacy survey in 2015, it shows that the reading hobby of Taiwanese teenagers and adults is shallow and narrow. Shallow text means that the content is not good enough to think deeply and narrow hobby means people have their individual reading favorite and preference, such as light novels or the books of keeping fit. In the long term, such reading atmosphere goes against the stability and development of a country. “Rooted by education.” is an announcement won public attention. Thus, the junior high school teachers should think how to help students to use reading strategies well, to consider and recognize clearly, and to lead them to habepluralistic views. However, there is a certain difficulty for teachers to change their traditional teaching under diplomaism. The research studied the teachers who had practiced the incorporation teaching with reading strategies, and included 7 research purposes: 1.Understand junior high school teachers’ cognition and attitude about reading strategies. 2.Analyze the situation, gain and thoughts of teachers’ incorporation teaching with reading srtrategies. 3.Study the basic reading strategies of different subject’s needs. 4. Analyze the reasons and problems in teachers’ incorporation teaching. 5.Discuss Reading strategies’ spreading effect on different subject’ teaching . 6.Investigate the teachers how to use library information in teaching. The method of the research is in-depth interview. Choose 4 teachers for each subject (Chinese, English, Mathmatics, Social and Science) to make deepth interviews. Based on the analysis of the interviews, the major findings were as the following: The teachers agreed that rural students needed incorporation teaching with reading strategies to improve their learning ability, but teachers’ reading strategies cognition is quite finite. After integrating opinions, all subjects need browsing, abstracting, recognizing words, integrating, explaining, comparing, connecting, and inferring. However, there is still some difference among diverse subjects. Besides teach reading strategies to develop students’ independent studying, teachers are influenced by peers profoundly. Even so, their largest problem is the pressure to catch up school progress. Teaching reading strategies is doubtlessly helpful and effective in each subject’s teaching, but many extending reading courses in class is insufficient. Even though Reading literacy of subject is not abundant, teachers still expressed to design and popularize the subjects’ reading in the future. According to this research, the conclusions would offer the education authority, the administrative unit in school, and the teachers some concrete advises which could be the references to keep advancing the reading education and teaching actively.

在現今資訊化的學校教育中，將資訊科技融入於課程、教材與教學中，並提供學習者有意義的學習歷程，以得到較佳的教學成效。是教師教學上必需學習的創新與突破。學校圖書館的功能在於蒐集整理與提供教學有關資料，以支援教師教學及協助學生學習，所以必需與教師建立密切的合作關係。 本研究主要探討我國高中職教師資訊科技融入教學現況、程度與圖書館支援教學策略。採用問卷調查法與焦點團體訪談，以獲得國內高中職教師在這些議題上的資料與看法，並提出有效支援教學之策略。 綜合而言，目前我國高中職教師資訊科技融入教學的現況為：(1)整體表現不佳；(2)教材製作面向表現較佳、溝通與分享面向表現不佳；(3)男性、40歲以下、最高學歷為科大學士、具有6-10年教學經驗、任教藝能類科、行政兼職擔任組長等條件教師表現較佳；(4)學校類型為公立高職、一年內參加資訊相關研習時數達24小時以上、圖書館使用頻繁（2天以上/每週）的教師，也有較佳的表現。 教師資訊科融入教學程度調查，引用國外LoTi量表，以八個簡單的層級數字，清楚地將教師資訊科技融入教學程度歸類。研究結果與現況相近，呈現：(1)整體融入程度「普通」；(2)融入層級以4a層級(整合-機械化)比例最高；(3)全體教師融入程度低中高層級比例為2：5：3；(4)男性、30歲以下、科大學士學歷、教學年資6-10年、任教藝能類科、近一年研習時數在19-24小時、任教於台北市、公立高中、擔任行政兼職主任、組長工作、經常使用圖書館的教師，程度表現較佳。 教師針對圖書館支援教學的需求與滿意程度，綜合研究結果為：(1)整體表現：教學需求非常強烈，但滿意程度不佳；(2)教學需求面向以「網路資源與電子資料庫」最高；「遠距教學支援」最低；(3)教師個人變項以公立高中教師、中層級(3-融入、4-整合) 融入程度，教學需求較高；(4)滿意程度面向以「軟硬體設備」較高；「遠距教學支援」較低； (5)屏東縣教師滿意程度低於台北市教師、私立高職教師滿意程度則低於其他類型學校教師。 綜合訪談結果，現階段高中職圖書館有效支援教學策略包括：(1)充實教學資源。圖書館本身需提供更豐富的電子書、電子資源及資料庫供教學利用；建構跨領域的教材、課程、評量學習平台…等；(2)提昇服務內涵。圖書館首先需有專業及熱忱服務團隊；定期辦理座談、資訊知能研習，瞭解師生需求並提高資訊養能；配合教學需求，進行主題資料蒐集與推薦…等。(3)建立獎勵制度。鼓勵教師與圖書館人員積極尋求教學上的合作，以利校內資訊科技融入教學的推動。(4)維持良好互動。與老師建立良好的關係是所有圖書館經營者首要的工作，也是圖書館活動推動成敗的關鍵。 最後，本研究為圖書館支援教學提出幾點建議，供相關單位參考：(1)多辦校內座談，了解老師需求；(2)鼓勵參加研習，提昇資訊素養；(3)教學作業指派，生活化數位化；(4)合作支援教學，訂定獎勵辦法；(5)圖書館員特質，需專業及熱忱；(6)增設支援編組，提供專業服務；(7)整合入口網站，連結網路資源；(8)區域資源整合，建電子資料庫 / In today’s informational education, information technology is fused into the courses, materials, and teaching also provides a meaningful learning progress to the learners for better teaching effect. These are the creativity and breakthrough that a teacher should have in teaching. The function of the school’s library is to collect and provide teaching materials to support teachers in teaching and students in learning. Therefore, it should have a close cooperative relationship with the teachers. This research is to discuss the situation, degree, and liberay-support-teaching strategy of the information technology brought in by high school teacher. We used questionnaire investigation and the group interview to gain the data and the opinion of the high school teachers on these issues. Later, propose effective strategies that support teaching. In general, the current status of high school teachers blend in the informational information is: (1) the integral performance is bad; (2) it’s better in making teaching tools but worse in communication and sharing; (3) male, age under 40, with highest degree of bachelor and 6-10 years of teaching experiences in the arts and also hold administration office has better performance; (4) teachers in public high school who make use of library a lot and attend information-related seminar for more than 24 hours within a year have better performance. For investigating teachers blend in information technology, we adapted LoTi scale with eight simple levels to classify the degree. The research result is similar to the current status that (1) the integral blend in degree is “average;” (2) blend in level 4a (integrate- mechanization) has the highest proportion; (3) the blend in ratio of entire teacher is 2:5:3, low-medium-high; (4) male, age under 30, with highest degree of bachelor and 6-10 years of teaching experiences in the arts, attend seminar for 19-24 hours within a year, teach in Taipei City with an administration position in public high school and often use the library has better performance The general resulf of the demand and satisfatory degree that teachers hold toward liberary support teaching are: (1) integral performance: strong teaching demand but bad satisfactor; (2) in the aspect of teaching demand, “Internet resource and electronic database” has the highest point; “long-distance teaching support” has lowest point; (3) teachers’ personal variables of public high school teachers, medium blend in level (3-benedly, 4- integrate) have higher teaching demand; (4) in the aspect of satisfactory, “soft- and hard-ware equipment” has higher point and “long-distance teaching support” has lower point; (5) the satisfactory of teachers in Pingdong County is lower than those in Taipei City; teachers in private vocational school has lower satisfactory than those teachers in other kinds of schools. The result of general interview is that the effective support strategy of high school library includes: (1) enrich teaching resource. Libraries should provide abundant electronic books, electronic resources and databases for teaching; establishes cross field material, courses, and evaluating learning platform, etc; (2) elevate service. The library should have a team with profession and enthusiastic; hold regular discussion, information knowledge seminar to understand the needs of teachers and students also increase informational content; cope with teaching demand and collect these data and make recommendations, etc.; (3) build up a reward system. Encourage teachers actively work with the librarians in favor of blending of school informational technology; (4) maintain good interaction. Having a good relationship with teachers is the primary work of all librarians and it also is the key to the success of the library activities. Finally, this research proposes several recommendations in library-support teaching for related units: (1) hold more in school discussion to understand the needs of the teachers; (2) encourage teachers to participate in the seminar to increase literacy in information; (3) assign teaching material with life and digitalize; (4) corporate in supporting teaching and draw reward regulations; (5) the quality of a libarian should be both professional and enthusiastic; (6) set up additional support team to provide professional service; (7) integrate access website to link to the Internaet resources; (8) integrate destric resource and set up electronic database.

本研究旨在探討學前教師資訊科技融入教學現況及其相關影響因素。首先瞭解學前教師資訊科技融入教學之定義、內涵與現況；其次分析不同背景變項及內外在因素對學前教師資訊科技融入教學之差異情形；第三，分析影響資訊科技融入教學因素與資訊科技融入教學之相關；最後影響學前教師資訊科技融入教學因素對學前教師資訊科技融入教學各層面之預測力。 本研究透過文獻分析，以及問卷調查法來了解資訊科技融入教學的現況，及其相關影響因素。本研究之母群體為台北縣市幼稚園、托兒所教師及園所長，採分層抽樣進行取樣，老師和園長各發出480份問卷，老師的有效問卷為51%，園長的有效問卷為58.1%。使用工具為自編「學前教師資訊科技融入教學之應用量表」、「影響學前教師資訊科技融入教學因素之量表」及「園所長對資訊科技融入教學態度之量表」，問卷回收後，使用SPSS 12.0 for windows套裝軟體進行描述性統計、信度分析、效度分析 、t考驗、單因子變異數分析、Scheffé多重比較、皮爾森積差相關、逐步多元迴歸來分析資料。本研究主要結論如下： 壹、在園所電腦基本資料分面 一、台北縣市之園所資訊設備非常普及 貳、在學前教師資訊科技融入教學方面 一、大部分的老師均有進行資訊科技融入教學 二、資訊科技融入教學的模式以「教學前準備」和「教學中活動」表現 最佳 三、資訊科技融入教學的程度以「資訊科技的初步應用」表現最佳 四、「園所屬性」、「園所位置」、「教學經驗」、「教育程度」、 「電腦課程經驗」和「研習時數」對學前教師資訊科技融入教學均 有顯著影響 參、影響資訊科技融入教學因素方面 一、「教學信念」是影響學前教師資訊科技融入教學最大的因素 二、「資訊素養」是影響學前教師資訊科技融入教學的次要因素 三、學前教師的資訊素養以「基本軟體知能」最佳 四、學前教師的資訊素養以「電腦在教學上的應用」最差 五、「園所屬性」、「園所位置」、「教育程度」、「電腦課程經驗」 和「研習時數」對影響學前教師資訊科技融入教學之因素均有顯 著影響 肆、在影響園所長對資訊科技融入教學態度方面 一、園所長對資訊科技融入教學的看法均表示認同 二、園所長願意投入資訊科技融入教學之意願高 三、「園所屬性」和「園所位置」均會對園所長資訊科技融入教學產生 顯著影響 伍、學前教師資訊科技融入教學與影響資訊科技融入教學因素兩者關係方 面 一、「影響資訊科技融入教學之內外在因素」與「學前教師資訊科技融 入教學」呈現正相關 二、「影響資訊科技融入教學之因素」對「學前教師資訊科技融入教 學」具有預測力 最後研究者根據研究結果，分別對園所長、學前教師、師資培育機構、研習機構以及後續相關研究提出建議，以期對未來資訊科技融入學前教育有所助益。 關鍵詞：學前教師、園所長、資訊科技融入教學、資訊素養 / The main purpose of this study was to:(1) Understand definition, connotation and current situation of technology integration instruction. (2) Explore technology integration instruction data between different backgrounds and influence factors. (3) Analyze the relationships between influence factors and technology integration instruction. (4) Explore the predictive power of influence factors on the part of technology integration instruction. To accomplish these purposes, the methods were adopted literature review and questionnaire, which served as the basis of this study. In questionnaire aspect, was executed public and private kindergartens and nursery schools in Taipei city and county. This research was executed by questionnaire survey. “Preschool teachers technology integration instruction questionnaire",“influence factors of technology integration instruction questionnaire”and“Principals’ attitude on technology integration instruction questionnaire”were designed from literature by myself to collect data. By means of stratified random sampling.The samples include 480 principals (effective return rate is 58.1%) and 480 teachers (effective return rate is 51%).The questionnaire data analyzed statistically by description statistics,reliability analysis, t-test, one-way ANOVA, Scheffé posteriority comparison, Person-moment correlation analysis, stepwise multiple regression analysis through the use of SPSS 12.01 for windows. The major results were summarized as follows: A.In the aspect of technology equipment a.Technology equipment in Taipei city and county are very universal. B.In the aspect of technology integration instruction a.In the main of preschool teachers are implement technology integration instruction. b.It’s usually implement technology integration instruction on “prepare of teach” and “teaching”. c.The best dimension is “technology preliminary application”. d.“Taipei city and county”, “public and private”, “teachers’ years of teaching”, “educational degree of teachers",“computer’s learning experience”and “research and study hours” have significant influences on preschool teachers implement technology integration instruction. C.In the aspect of influence factors of technology integration instruction a.The best influence factors of technology integration instruction is“Teaching-belief”. b.The second influence factors of technology integration instruction is“Information Literacy”. c.The best information literacy in preschool teachers is “basic software knowledge”. d.The worst information literacy in preschool teachers is “computer use in instruction”. e.“Taipei city and county",“public and private”, “educational degree of teachers”, “computer's learning experience"and“research and study hours” have significant influences on influence factors of technology integration instruction. D.In the aspect of principals’ attitude on technology integration instruction a.All of the principals are identification with technology integration instruction. b.The best part of principals are willing invest in technology integration instruction. c.“Taipei city and county” and “public and private” have significant influences on principals’ attitude on technology integration instruction. E.In the aspect of relationships between technology integration instruction and influence factors of technology integration instruction a.There was positive correlation existed between “influence factors of technology integration instruction” and “technology integration instruction”. b.“Influence factors of technology integration instruction” did promote“technology integration instruction”. In the last part, the researcher, based on the findings, proposes some suggestions for the principals, the preschool teachers, the teacher training institutions, the research and study institutions and the future researchers, hope to benefit accelerant technology integration instruction in preschools in the future. Key words: preschool teacher, preschool principal, technology integration instruction, information literacy

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.

本研究以「媒介再現刻板印象」為主要議題，並以融入教學為主要取徑，期能為有興趣實踐媒體素養融入教學的現職教師，發展出符合其需求的教學指引架構，並供有志推動媒體素養教育的組織或教科書出版商參考。 本研究首先整理媒介再現刻板印象以及媒體素養教育文獻，發展出適於國小各年級教學的「媒介再現刻板印象教學目標」；接著分析主要教科書版本（康軒、南一、翰林、仁林）、四大領域（健康與體育、综合活動、社會、藝術與人文）的教科書，從中找出可實施本議題融入教學的課程與特色，進而提出「教學主題與課程架構」。繼而，研究國內、外的教學指引，比較在架構與設計理念上的異同，進一步發展出適合於台灣的社會脈絡下，實施本議題融入教學的「教學指引架構」，並依照該架構設計成範本（附件一），俾使未來教材設計人員，能有具體的參照。本研究希望結合了教學目標、主題與課程架構，以及教學指引架構等三項根本而關鍵的內容，能使有興趣以此為議題發展教材的相關人員與組織有完整的資訊。 本研究採取專家評鑑法，邀集長年觀察與推動媒體素養教育的「媒體素養專家」，及有豐富教學經驗的「國小現職教師」擔任評鑑工作，找出教學目標、課程架構與教學指引架構之缺點和問題所在，再根據專家意見進行改良和修正。 研究發現，每一個學習領域都有實施本議題融入教學的空間，且融入課程是目前推行媒體素養教育的最佳方式，並需為其設計專門的教學指引，以做為現有教學指引的輔助工具，且應包含學校裡可運用的、可與課程結合的各種媒體研究方法。此外，教材必須以現職教師最熟析的形式呈現，並提供認知地圖，則能讓教師快速吸收且便於使用。

本研究旨以網路資源融入國小五年級英語教學，探討學生對於實際使用英語相關網路資源的學習態度與意見，分析適合國民小學五年級學生學習程度的英語網路資源特質以及探討教師對於利用網站資源融入英語教學的意見與看法；並綜合研究結果，瞭解英語網路資源對於學生的幫助、困難及實施情形。 本研究使用問卷調查法輔以對學生與校內教師進行深度訪談進行研究，透過改編之「網路資源融入英語教學問卷調查表」，以Google 線上問卷形式對五年級196位學生進行調查，調查結果以Excel 統計其次數分配及百分比，並以立意抽樣方式，選取7位學生與3位教師進行深度訪談。 根據資料分析結果，本研究結論如下： 一、 網路資源融入英語教學對學生的英語學習興趣與動機有正面的影響，對學生英語成績的提升有幫助且更能吸收課外知識，還能提升對英語的喜好。 二、 全英文的網頁說明或還沒學過的英語單字是學生認為在使用英語網路資源時會遭遇的困難；網站分類清楚且各項說明容易理解並易於操作，網站內容有依程度分級，或具搜尋功能，較能吸引學生喜愛。 三、 教師篩選彙整資源網站後連結於其教學網站，上課時是老師的雲端資源庫，課後亦可成為學生的學習平台。 四、 動畫、影片是學生最喜愛且認為最具學習幫助的網路素材，動畫語音速度放慢，並附有中文字幕輔助學生理解，較具有輔助英語學習的效果。 五、 使用網路資源融入英語教學能豐富教學內容，有效激發學生的學習動機，並養成學生複習的習慣，是可行的教學方式。 最後根據研究結論，就教師教學、教育行政單位以及後續研究等方面提出建議。 / Through integrating the internet resources into the fifth grade English classroom instruction, the aims of this research are : (1) investigating the students’ attitudes and opinions on the use of English language internet resources, (2) analyzing the characteristics of English language internet resources that are suitable for the level of fifth grade English class as well as (3) discussing the teachers ’suggestions and viewpoints on the integrating the internet resources into the English teaching. In addition, the summary of research results offers the information on the understanding of the assistance given by, difficulty encountered and processing situations in the use of the English language internet resources. This research adopted questionnaire survey and in- depth interviews to realize the openions of students and teachers. The questionnaires accomplished by online survey with Google Forms. The questionnaires received 196 respones of students. Microsoft Excel were taken to compile statistics distribution and percentages. This research also had in-depth interviews conducted with seven fifth grade students and three school teachers in working of teaching English. According to the results of the statistics analysis, the following conclusions were drawn: 1. There are positive impacts on students' interest and motivation in learning English by using internet resources into English class. Not only can enhance the effects of learning English, but also improve the absorption of extra-curricular knowledge. More importantly, can promote the joy of learning English. 2. Students consider that the problems in using English internet resources are the instructions of webpages in English and the vocabularies which have not learned. Students like to use the website which classification is clear, the instructions are easy to understand and operate. If the content can be classified by students’levels and be easy to search, it would be best for student learning. 3. Teachers select and collect English internet resources by linking to their teaching website. It will be the resource library of teachers when they’re teaching. It also can be a platform for student's learning after class. 4. The favorite internet resources of students are animations and films. They help students to learn more. In order to enhance the effects of learning English and increase their understanding of English. It’s necessary to slow down the sound speed of the animation and increase Chinese subtitles 5. Using internet resources into English class can enrich teaching contents and inspire students’ learning motivation effectively. By this method, students can cultivate good habit of reviewing English. Furthermore, it is a practicable teaching method. According to the conclusions of this study, Suggestions and recommendations were provided for the teachers, schools and future studies.

本研究的目的在於了解國中教師資訊科技融入教學的情形，並探討教師教學信念、科技學科教學知識(Technological Pedagogical Content Knowledge, TPACK)和知識創新學習環境間的關係；同時並分析教師背景變項對TPACK表現造成的影響。 本研究的問題主要如下：(1)了解教師在不同背景變項下其TPACK表現是否有所不同？(2)探討教師的教學信念、TPACK和學生知識創新學習環境之間是否具有相關？(3)教師的教學信念是否對教師的TPACK表現具有預測力？(4)教師的TPACK表現是否對知識創新學習環境具有預測力？ 本研究改編外語教師TPCK調查研究問卷(Chai et al., 2011)和知識創新學習環境(Lin et al., 2014)之問卷，形成本研究資訊融入教學的問卷，對桃園市國中老師390位進行施測，統計方法上使用一般描述性統計、皮爾遜積差相關、單因子多變異數分析、多元迴歸分析以驗證假設問題。 研究發現如下：(1)教學年資較淺、任教術科教師、有使用教學平台及每周上網時間較長的教師在TPACK表現較佳。(2)學習者中心的教師信念、TPACK和知識創新學習環境之間具有顯著關係存在。(3)學習者中心的教學信念對TPACK的表現具最佳預測力。(4)教師的TPACK能力對知識創新學習環境也具預測力。本研究並根據上述研究發現提出相關的結論與建議以供教師或教育機關參考。 / The purpose of this study was to investigate the relationship among technological pedagogical content knowledge (TPACK), teaching belief, and knowledge building environment, in order to understand how teachers may integrate information technologies into their instruction. This study attempts to answer the following research questions: (1) what are some major demographic variables that may influence middle school teachers’ TPACK level? (2) How are teaching belief, TPACK level, and knowledge building environment related to one another? (3) Can teaching belief help predict middle-school teachers’ TPACK level? (4) Can higher TPACK level help teachers to cultivate more creative knowledge building environment? Data from 390 samples were obtained from middle school teachers in Taoyuan, Taiwan, through an adapted survey. The statistics employed for data analysis include descriptive statistics , Pearson's correlation analysis, one-way ANOVA, and multiple regression. The major findings were as follow：(1) Teachers who had less years of teaching experiences, or taught non-examination-oriented subjects, or had experiences of using teaching platforms or used Internet more often, tended to have higher TPACK level. (2)There were significant correlations among teaching belief, TPACK level, and knowledge building environment. (3)Student-centered teaching belief was found to predict teachers’ TPACK level. (4) Higher TPACK level was also found to predict teachers’ capacity to foster more creative knowledge building environment. Based on the findings, relevant conclusions and suggestions were also made for teachers and educational policy-makers.

我國教育部於2002年10月24日公佈了「媒體素養教育政策白皮書」，成為亞洲第一個由政府教育主管機關主導媒體素養教育推動的國家。然而時至白皮書頒布即將屆滿四年的今天，真正落實到學校教育的作為卻十分有限。除了相關的研習訓練不足、學校行政人員與家長的質疑之外，有心嘗試媒體素養教學的教師遭遇到的最大困難，在於苦無容易上手的教材可以依循。 研究者以三年來擔任媒體素養研習講師，與參加研習的教師和尋求輔導的教學團隊互動的經驗中發現，不易在教學現場實踐媒體素養教育的原因，在於教師個人對於媒體的知識基模不足，以致於無法自行設計教學活動，而坊間雖有極少數的出版品指導媒體素養教學，但教學活動中往往需要用到大量媒體範例，必須靠教師自行蒐集，而且這些課程多採獨立教學，並非配合現有學科進行融入教學，所以會有教學時間的困難。 因此，本研究在形式上以與現有學科融入教學的方式進行媒體素養教學，翦除教學時間的疑慮，並以降低門檻為原則，發展媒體素養教育融入健康與體育學習領域第二學習階段之教學設計。更進一步藉由實驗教學的過程，觀察並分析學生在媒體素養融入健體領域的學習表現，以評估此套課程的合宜性，以及探討在國小實施媒體素養教育融入健體領域可能遭遇的困難。 根據研究結果提出以下結論： 一、健體領域的七個主題軸中，除了第三主題軸「運動技能」之外，其餘六個主題軸皆有能力指標或課文內容，能直接或間接與媒體素養的五大核心概念進行連結，兩者十分適合進行融入教學。 二、從學生的學習表現可知：切合生活經驗較能引起學生興趣、媒體素養也需要精熟學習、廣告議題是學生的最愛、缺乏實用性的內容學生反應冷淡、新聞議題最不受歡迎、學生樂於接受媒體素養教學、學生只要上課不要作業、一般學科的表現不盡然複製到實驗教學。 三、媒體素養教育融入健體領域教學的難處在於：實際進行有教學時間不足之虞、上課的視聽輔助教材仍需教學者花費心思準備、教學活動需要視聽設備協助教學、學生對健體課旣有的認知難改變、教案中部分能力指標引用牽強。 根據研究結果提出下列建議： 一、對於教育行政機關，建議：建構媒體素養之分段能力指標、以近中遠程計畫落實媒體素養教育之推動。 二、對於未來相關研究，建議：跨領域統整與重大議題連結、發展媒體近用課程、進行質量並重的教學效果研究。 / Our Ministry of Education announced “The Government’s Media Literacy White Paper” on October 24, 2002.Taiwan become the first one country who impetus the media literacy education by the government in Asian. Today, the white paper promulgates soon expires for four years, truly carries out in the school education extremely to be limited. Besides the related study training insufficiency, the school administrative personnel and guardian's question, the most major difficulty to the teacher who attempt the media literacy teaching, there is no easy seat of teaching material to be allowed to rely on. Researcher who held the post of the media literacy lecture for the past three years, discover through the interaction with the teacher who join the seminar or the teaching team who need the counseling, it’s not easily to implement media literacy in the school, lay in the teacher to be insufficient regarding the media elementary knowledge, causes to be unable independently to design the teaching activity, however in the market although had few publications to be allowed to instruct the media literacy teaching, but in the teaching activity often needed to use the massive media model, those had to collect by the teacher voluntarily, moreover most of these curricula taken the independent teaching, didn’t intergrade and coordinated with the existing curriculum, therefore could have the problem in the teaching time. Therefore, this research take the way which the curriculum intergrades with the media literacy teaching, eliminates the anxiety of teaching time, and take reduces the threshold as the principle, the development media literacy education intergrades into the second study stage design of the health and physical education. Further the affiliation by the experimental teaching process, observes and analyzes the student intergraded into health and physical education performance in the media literacy, appraised this set of curricula inappropriateness, as well as the discussion intergrades into health and physical education curriculum possible bitter experience difficulty in the elementary school implementation media literacy education. Proposes the following conclusion according to the research: 1. In the seven major subjects of the health and physical education, besides the third major subject "the movement skill", other six major subjects all has the competency standards or the text content, can be direct or indirectly carry on with the media literacy five big cores concept links, two extremely suitably carries on intergrades the study. 2. Knew from student's study performance: The case which suits the experience of life comparatively to be able to arouse the student interest, the media literacy also needs unceasingly to study, the advertisement subject is the student most loves, the deficient usable content student responded desolate, the news subject is most not welcome, the student to be glad accepts the media literacy teaching, the student so long as attend class does not want the homework, the general discipline performance not to be able completely to duplicate the experimental teaching. 3. The difficulty of media literacy education intergrades into health and physical education: Actual carried on the teaching time insufficiency, the teacher still need to take a lot effort to prepare the media supplementary teaching materials, the teaching activity needs the equipment of media assistance, the student the cognition which had regarding health and physical education is very difficult to change, some parts of the competency standards quote inappropriate. Proposes the following suggestions according to the research: 1. The suggestion of the educational administration institution: Constructs impetus partition competency standards, by the near medium and long-range plan realization media literacy education. 2. The suggestion of the relate research in the future: The cross domain conformity and the significant subject link, the development media nearly with the curriculum, carries on quality and quantity both given due importance the teaching effect research.