This study aims to discuss the teaching portfolio and learning efficacy gained after integrating K12 digital school information into the biology lessons of junior high school. The research method is to divide students into two groups: two classes of 7th grade junior high students are the experimental group, which receive K12 integrated teaching; and three classes of 7th grade junior high students are the control group, which receive traditional teaching. The experimental course is ¡§human digestion and circulation system,¡¨ consisting of 19 units, lasting for 6 weeks. During the experimental process, the researcher collected diverse types of evaluation information, including observations, peer reviews, student works, learning slips, review questions, and surveys, in order to give research findings greater objectivity and accuracy. Results suggest that, in terms of learning efficacy, the overall learning efficacy of the experimental group is better than that of the control group. Among all, there is a significant difference between students having moderate and low scores. Regarding learning attitudes, there is no significant difference between the experimental group and the control group. However, many students hold positive attitudes towards K12 regarding homework, unit assessment, and learning slips. Regarding teaching applications, upon first use of K12 support teaching, there were difficulties experienced in installing the digital teaching materials. However, as they become more accustomed to the use of K12, they could easily implement the ideals of diversified evaluation. In sum, the K12 digital school is a helpful auxiliary tool for teaching.

Abstract The prupose of theis study is to prove into the teaching model of integrating information technology into Project-based Science Learning designed by the researcher. We will discuss how information technology assists teachers and students to ¡§teach¡¨ and ¡§learn¡¨ through developing curriculum module and teaching activities. Teacher analyze that how students decided team¡¦s research topic, and the problems they met and solution to them by learning journal, observation reports, teacher¡¦s journal, self-checking list and surveys. Then, to criticism the possibility of carrying out Project-based Learning through teachers¡¦ reflection, students¡¦ feeling, and parents¡¦ reaction.The final conclusions are as follows: 1.The Project-based Science Learning model of this research is suitable for 5th and 6th graders. 2.Promoting Project-based Science Learning can develop students¡¦ interests toward science research, open students¡¦ spirits of thinking automatically and solving problems through cooperation, and make students apply their experience in their lives. 3.Third, the practice of Project-based Science curriculum can make students easier to understand the preparations, process, and its final results, to reverse students¡¦ the vary first thoughts about ¡§doing research is difficult¡¨, to stimulate their abilities of creative thinking, and to apply students more concrete postmortem index and strategies while choosing topics. 4.In the curriculum, information technology is mainly applied into three parts, including collecting research topics and information, discussing research process, and sharing and showing research results. Applying class website message board can make up the disadvantage of arranging meeting time, and be the bridge for teachers and students to provide sources of information, transmit messages, discuss problems and solutions, exhibit the result of experiment, and write research papers and so on. It is the most useful information technology application for students. 5.Teachers, students, and parents all agree project-based science learning with highly support.

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The aim of this study is to understand the present situation of language domain teachers¡¦ stages of concern and layers of adoption about integrating information technology into instruction after carrying out 1st ¡V 9st grades curriculum Alignment in junior high school in Kaohsiung City. In the meanwhile investigating the relationship between stages of concern and layers of adoption, different backgrounds of teachers, school factors, willing of teacher about integrating information technology into instruction. Exploring the perspectives of teacher, obstructive factors and what kind of the motive factors that can improve teachers¡¦ stages of concern and layers of adoption about integrating information technology into instruction technology into instruction. ¡§Integrating information technology into instruction stages of concern scale¡¨, and¡¨ integrating information technology into instruction layers of adoption scale¡¨ are adopted as the instruments of analysis in this study. The major findings of this study are followed: 1.The personal stages of concern is the most strongest stages of concern when teacher face to the integrating information technology into instruction. Consequence stages of concern is the second strongest stages of concern. Preparation and orientation layers of adoption is the most proportion layers of teacher¡¦s layers of adoption. 2.There are significant differences language domain teachers¡¦ stages of concern about integrating information technology into instruction in junior high school with the term of the age of teacher, the seniority of teacher, school have had the experience of integrating information technology into instruction seminar, whether computer in classroom or not, at what time computer become the necessary tool, the willing of using the new teaching method, the willing of co-operated policy or the regulation of carry out the integrating information technology into instruction activities of an administrative of school, the academic degrees, time of using computer, 3.There are significant differences and relationship between teacher¡¦s stages of concern and layers of adoption about integrating information technology into instruction in junior high school in Kaohsiung City. 4.The encouraging factors of stages of concern and layers of adoption about integrating information technology into instruction were not influenced by background of language domain teacher in junior high school in Kaohsiung City. And the contents of perspectives of teacher are similar to encouraging factors, obstructive factors, and the starting point motive of teacher about integrating information technology into instruction. The most main mixed factors including: (1)sufficient hardware and software facilities resource, and convenient of using (2)the willing, motive, improving interest of study of student (3)policy and administration (4)the challenge of job itself(5) the growth of individual and disciplines (6)cooperation of colleague, assistance, and share motive factors (7)teacher short of time to prepare etc¡K.Those factors mention above are all included in the content of perspectives of teacher. Therefore the content of perspectives of measured teacher can be the evidence reference of encouraging factors, obstructive factors, and the starting point motive of teacher about integrating information technology into instruction, including quantitative analysis.

The aim of this study is to understand the present situation of science domain teachers¡¦ attitude about integrating information technology, instruction beliefs, stages of concern, and levels of technology implementation about integrating information technology. This study was based on Hall¡¦s concern based adoption model(CABM) and Moersch¡¦s levels of technology implementation(LoTI). The questionnaire entitled ¡§Survey of the integrating information technology into instruction in elementary school science domain teachers in Kaohsiung City¡¨. Taking examples 267 science domain teachers of the elementary school of Kaohsiung City. The major findings of this study are following: 1. The science domain teachers¡¦ situation of school, attitude about integrating information technology and instruction beliefs trend to advocate. 2. The informational is the strongest stage of concern when teacher face to the integrating information technology into instruction. Personal and consequence are the second strongest stages of concern. Refocusing stage of concern is the third and the last is awareness stage. 3. The integration-routine level of technology implementation is the strongest level of technology implementation. Refinement level of technology implementation is the second strongest level of technology implementation and infusion level of technology implementation is the third. The last is Non-use level of technology implementation. 4. The various situation of school, attitude about integrating information technology and instruction beliefs factors cause the influencing factors of the stages of concern and levels of technology implementation. 5. The stages of concern and attitude about integrating information technology have greatest direct effect on levels of technology implementation. 6. The situation of school and attitude about integrating information technology are positive correlated with the stages of concern and levels of technology implementation. According to the conclusions of the study, some recommendations were presented to the educational administration agencies, elementary schools, teachers and suggestions to further researches.

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.