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.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0103913016 |
| Creators | 王巧鳳 |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
Page generated in 0.002 seconds