頁籤選單縮合
題名 | 國小教師電腦融入教學態度及其相關因素之研究=A Study of Teachers' Attitude and Related Aspects of Integrating Computers into Teaching |
---|---|
作者 | 崔夢萍; | 書刊名 | 臺北市立師範學院學報 |
卷期 | 32 2001.11[民90.11] |
頁次 | 頁169-194 |
分類號 | 521.53 |
關鍵詞 | 國小; 教師; 電腦融入教學; |
語文 | 中文(Chinese) |
中文摘要 | 本研究目的乃藉由文獻分析以定義電腦融入教學之意涵、並發展一有效的電腦融入教學模式,進一步探討國小教師電腦融入教學之態度與信心及各種相關因素。研究對象以北區105位服務於不同學校之國小教師,運用問卷調查及深入訪談方式進行探討與分析,而獲致下列結論:(1)76.19%教師都曾參加電腦研習相關課程兩次以上,其內容以培養教師電腦技能為主,然而61.91%的教師卻認為其對於提升教師電腦融入教學的能力並無助益。(2)教師在教學工作上最常使用電腦軟體為文書處理,其次為網路資料查詢及計算成績系統;資料庫系統與網頁製作為最少使用的軟體。(3)教師對電腦融入教學態度與信心方面,大多數對電腦融入教學持正面與肯定態度,同時對於實施電腦融入教學方面的電腦技能表示深具信心;但值得注意的是初任教師在電腦融入教學的信心上顯著低於其他年資教師(p<.05)。在因時分析方面,男教師對使用電腦教育軟體的信心上顯著高於女教師(p<.01),性別與任教工作因素在電腦教育軟體的看法上有顯著不同(p<.05, p<.01)。(4)教師認為目前實施電腦融入姪學可能遭遇之困難為教師資訊素養問題、缺少電腦融入教學軟體、缺少電腦融入教學之相關專業知識、電腦相關設備不足、以及教師時數多等。(5)電腦網路資料搜尋、多媒電腦運用、電腦CAI軟體操作、電腦教學軟體評鑑與選用能力以及課程設計,則為教師列為實施電腦融入教學所應具備的能力。(6)受訪中69.53%的學校仍尚未開始實施電腦融入教學之活動。據此研究結果,本文提出對學校及相關單岳在規劃電腦融入教學時之建議,亦作為未來相關研究之重要依據。 |
英文摘要 | The purpose of this study were to (1) develop an effective model of computer integrated teaching (2) to investigate elementary teachers' attitude about integrating computers into teaching through a questionnaire survey among 105 teachers from different elementary schools in Taipei area. Three teachers participated in a semistructured interview on specified questions. The results of this study were: (1) 76.19% subjects participated the computer training at least twice. They indicated that computer training workshop were designed emphasized on enhancing teachers' computer skills. Moreover, 61.91% subjects indicate these workshop can not provide teachers with the knowledge and pedagogy about computer integration into teaching. (2) The highest percentage of subjects used computer applications were word procession, World Wide Web. Spreadsheet. The least frequency used software of most surveyed teachers were database and web-design program. (3) Most of subjects attitude and confidence toward implementation of integrating computers into teaching. In terms of individual attributes of teachers' attitude, there are significant differences among different gender, years of teaching, and teaching subjects. It is worthwhile to notice that novice teachers' confidence integrating computers into teaching were significantly lower than other subjects (p<.05). Results also showed that surveyed teachers with different gender and teaching subjects have different perceptions on the use of educational software (p<.05, p<.01). (4) There are three factors ranked highest as obstacles while integrating computers into teaching by subjects. They were "lack of computer integration knowledge", "lack of accessible hardware and adequate educational software", and "overloading instructional hours". (5) To facilitate applying computer into teaching, subjects identified the required skills on this task. It included: to use the search engine of www effectively, the usage of multimedia computers, to operate CAI software, to select and evaluate CAI software and educational website appropriately, and to develop the curriculum which incorporate computers into teaching. (6) 69.53% of surveyed elementary in Taipei area have not implemented computer into teaching. The conclusion was drawn based on the previous findings, some suggestions for elementary schools well as future's studies were also generated in this study. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。