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題名 科技學科教學知識、教師信念和知識創新學習環境相關之研究
A Relationship among Technological Pedagogical Content Knowledge, Teaching Belief, and Knowledge Building Environment.作者 王巧鳳 貢獻者 洪煌堯<br>許庭嘉<br>趙珮晴
王巧鳳關鍵詞 教學信念
資訊科技融入教學
科技學科教學知識
知識翻新
teaching belief
integrating information technologies of instruction.
TPACK
knowledge building日期 2016 上傳時間 21-Jul-2016 09:37:10 (UTC+8) 摘要 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.參考文獻 國家發展委員會（2015）。ide@ Taiwan 2020(創意臺灣)政策白皮書。中華民國國家發展委員會。宋曜廷、張國恩、侯惠澤（2005）。資訊科技融入教學：借鏡美國經驗，反思臺灣發展。Bulletin of Educational Research, 51（1）, 31-62。吳俊杰、張新明(2011). 從 IT 演變到 ICT 的角度探討 “C” 在課程整合中的價值. 中小學電教: 教師版，(10), 25-27.吳清山（2014）。善用活化教學提升學生學習效能。師友月刊，（559）: 31-35。何榮桂（2012）。臺灣教育科技的回顧與展望。台灣教育 / Taiwan Education Review, 674期 (Issue 674), pp.41-47何祖鳳、陳俊榮、陳銘欽（1998）。網路教學系統評估準則之研究。遠距教育，台北縣: 中華民國遠距教育學會,（7）, 20-29。余曉清（2002）。科學教育的性別差異。第一次全國科學教育會議公聽會提案資料。教育部、行政院國家科學委員會，144-148 。林奇賢（1998）。網路學習環境的設計與應用。資訊與教育雜誌,（67）, 34-49林吟霞（2010）。自主學習取向之適性課程與教學研究: 臺灣小學與德國小學 [方案教學]個案比較。23, 13（3）, 47-76。林奎宇（2011）。知識創新學習環境量表之編製。政治大學教育研究所學位論文，1-118。林曉薇（2009）。ICT及其在課程研究領域發展之思維。教育科學期刋，(8)，43-61。周天賜（2003）。問題導向學習。台北: 心理。侯一欣、詹郁萱（2011）。N世代的學習問題及其對學校教育革新的啟示。教師專業期刊(2)。1-17。黃永和（2012）。新時代的教師能力-營造教室學習社群的環境。師友月刊, （538）, 36-42。彭金定（2002）。大學英语教學中的 “學習者自主”。問題研究，3(1)。郭慧中（2009）。 未來教室新面貌-從美國, 新加坡, 中國案例, 初探台灣發展模式. 取 自: http://idp. teldap. tw/epaper/20091221/19, 9.張俊紳(1997). 國民小學教師教學效能之研究-不同教學效能信念類型教師的教學表現及其教學生產力. 國立高雄師範大學教育研究所碩士論文 (未出版).張春興（2009）。現代心理學（重修版）。臺北市: 東華。張基成、唐宣蔚（2000）。一個架構於全球資訊網上的知識分散式網路學習社群。教育科技學系暨研究所論文。遠距教育=Distance Education 13-14，18-37。張雅芳、朱鎮宇、 徐加玲（2007）。國小教師資訊科技融入教學現況之研究。教育資料與圖書館學，44，413-434。張瓊穗、翁婉慈（2008）。國小教師資訊融入教學專業知能建構之研究。課程與教學季刊= Curriculum & Instruction Quarterly 11, 73-93。許健平、王緒溢（2002）。學習無疆界—未來教室. 啟動學習革命. 台北: 遠流。塗淑君、賴阿福、蔡俊明、楊書銘（2007）。教學資訊素養，教學信念與教學效能關係之研究-以臺北市國民小學教師為例。臺北市立教育大學數學資訊教育研究所碩士論文（未出版）。歐陽誾（2007）。職前教師網路資訊問題解決能力發展及影響因素之研究。教育學刊。225-249。劉怡甫（2010）。從促進教師發展 [學科教學科技知識] 能力之觀點看 PCK。 TPCK 到 ICT-TPCK 的脈絡, 輔仁大學深耕教與學電子報。取自http://www.teachers.fju.edu.tw/epapers/index.php?option=com_content&task=view&id=291&Itemid=294。蔡政宏、謝文惠（2011）。應用科技內容教學知識(TPACK)理論架構發展資訊科技融入教學創新教學模式之啟示。新竹縣教育研究集刊。11 期。p.43-76。賴阿福（2014）。資訊科技融入創新教學之教學策略與模式。國教新知 / The Elementary Education Journal, 2014-12-01, 61卷4期（Vol。61, Issue 4）, pp。28-45賴阿福、林皎汝、江信瑩（2005）。影響台北市國小自然與生活科技領域教師資訊融入教學頻率暨相關因素之探討。取自http://sce.utaipei.edu.tw/files/news/489_bddbef33.pdf。顏榮泉（1996）。全球資訊網在教學與學習上之應用探討。教學科技與媒體， 25 期，33-41。Abbitt, J. 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國立政治大學
圖書資訊學數位碩士在職專班
103913016資料來源 http://thesis.lib.nccu.edu.tw/record/#G0103913016 資料類型 thesis dc.contributor.advisor 洪煌堯<br>許庭嘉<br>趙珮晴 zh_TW dc.contributor.author (Authors) 王巧鳳 zh_TW dc.creator (作者) 王巧鳳 zh_TW dc.date (日期) 2016 en_US dc.date.accessioned 21-Jul-2016 09:37:10 (UTC+8) - dc.date.available 21-Jul-2016 09:37:10 (UTC+8) - dc.date.issued (上傳時間) 21-Jul-2016 09:37:10 (UTC+8) - dc.identifier (Other Identifiers) G0103913016 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/99405 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 圖書資訊學數位碩士在職專班 zh_TW dc.description (描述) 103913016 zh_TW dc.description.abstract (摘要) 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。 zh_TW dc.description.abstract (摘要) 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. en_US dc.description.tableofcontents 第一章 緒論 5 第一節 研究動機 5 第二節 研究目的與問題 7 第三節 研究相關名詞釋義 8 第四節 研究範圍與限制 9 第二章 文獻探討 12 第一節 資訊科技教學與TPACK 12 第二節 教師教學信念 20 第三節 知識創新學習環境 26 第三章 研究方法 35 第一節 研究設計架構 35 第二節 研究對象 36 第三節 研究假設 37 第四節 研究步驟 40 第六節 資料處理 48 第四章 資料分析與結果 50 第一節 教學信念、TPACK與知識創造學習環境之現況分析 50 第二節 國中教師在TPACK表現上的差異分析 51 六、綜合討論 57 第三節 教師信念、TPACK與知識創造學習環境的相關分析 59 第四節國中教師TPACK對KBES之預測分析 60 第五節國中教師教學信念對TPACK之預測分析 63 第五章 結論與建議 68 參考文獻 73 附錄 79 zh_TW dc.format.extent 1806266 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0103913016 en_US dc.subject (關鍵詞) 教學信念 zh_TW dc.subject (關鍵詞) 資訊科技融入教學 zh_TW dc.subject (關鍵詞) 科技學科教學知識 zh_TW dc.subject (關鍵詞) 知識翻新 zh_TW dc.subject (關鍵詞) teaching belief en_US dc.subject (關鍵詞) integrating information technologies of instruction. en_US dc.subject (關鍵詞) TPACK en_US dc.subject (關鍵詞) knowledge building en_US dc.title (題名) 科技學科教學知識、教師信念和知識創新學習環境相關之研究 zh_TW dc.title (題名) A Relationship among Technological Pedagogical Content Knowledge, Teaching Belief, and Knowledge Building Environment. en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 國家發展委員會（2015）。ide@ Taiwan 2020(創意臺灣)政策白皮書。中華民國國家發展委員會。宋曜廷、張國恩、侯惠澤（2005）。資訊科技融入教學：借鏡美國經驗，反思臺灣發展。Bulletin of Educational Research, 51（1）, 31-62。吳俊杰、張新明(2011). 從 IT 演變到 ICT 的角度探討 “C” 在課程整合中的價值. 中小學電教: 教師版，(10), 25-27.吳清山（2014）。善用活化教學提升學生學習效能。師友月刊，（559）: 31-35。何榮桂（2012）。臺灣教育科技的回顧與展望。台灣教育 / Taiwan Education Review, 674期 (Issue 674), pp.41-47何祖鳳、陳俊榮、陳銘欽（1998）。網路教學系統評估準則之研究。遠距教育，台北縣: 中華民國遠距教育學會,（7）, 20-29。余曉清（2002）。科學教育的性別差異。第一次全國科學教育會議公聽會提案資料。教育部、行政院國家科學委員會，144-148 。林奇賢（1998）。網路學習環境的設計與應用。資訊與教育雜誌,（67）, 34-49林吟霞（2010）。自主學習取向之適性課程與教學研究: 臺灣小學與德國小學 [方案教學]個案比較。23, 13（3）, 47-76。林奎宇（2011）。知識創新學習環境量表之編製。政治大學教育研究所學位論文，1-118。林曉薇（2009）。ICT及其在課程研究領域發展之思維。教育科學期刋，(8)，43-61。周天賜（2003）。問題導向學習。台北: 心理。侯一欣、詹郁萱（2011）。N世代的學習問題及其對學校教育革新的啟示。教師專業期刊(2)。1-17。黃永和（2012）。新時代的教師能力-營造教室學習社群的環境。師友月刊, （538）, 36-42。彭金定（2002）。大學英语教學中的 “學習者自主”。問題研究，3(1)。郭慧中（2009）。 未來教室新面貌-從美國, 新加坡, 中國案例, 初探台灣發展模式. 取 自: http://idp. teldap. tw/epaper/20091221/19, 9.張俊紳(1997). 國民小學教師教學效能之研究-不同教學效能信念類型教師的教學表現及其教學生產力. 國立高雄師範大學教育研究所碩士論文 (未出版).張春興（2009）。現代心理學（重修版）。臺北市: 東華。張基成、唐宣蔚（2000）。一個架構於全球資訊網上的知識分散式網路學習社群。教育科技學系暨研究所論文。遠距教育=Distance Education 13-14，18-37。張雅芳、朱鎮宇、 徐加玲（2007）。國小教師資訊科技融入教學現況之研究。教育資料與圖書館學，44，413-434。張瓊穗、翁婉慈（2008）。國小教師資訊融入教學專業知能建構之研究。課程與教學季刊= Curriculum & Instruction Quarterly 11, 73-93。許健平、王緒溢（2002）。學習無疆界—未來教室. 啟動學習革命. 台北: 遠流。塗淑君、賴阿福、蔡俊明、楊書銘（2007）。教學資訊素養，教學信念與教學效能關係之研究-以臺北市國民小學教師為例。臺北市立教育大學數學資訊教育研究所碩士論文（未出版）。歐陽誾（2007）。職前教師網路資訊問題解決能力發展及影響因素之研究。教育學刊。225-249。劉怡甫（2010）。從促進教師發展 [學科教學科技知識] 能力之觀點看 PCK。 TPCK 到 ICT-TPCK 的脈絡, 輔仁大學深耕教與學電子報。取自http://www.teachers.fju.edu.tw/epapers/index.php?option=com_content&task=view&id=291&Itemid=294。蔡政宏、謝文惠（2011）。應用科技內容教學知識(TPACK)理論架構發展資訊科技融入教學創新教學模式之啟示。新竹縣教育研究集刊。11 期。p.43-76。賴阿福（2014）。資訊科技融入創新教學之教學策略與模式。國教新知 / The Elementary Education Journal, 2014-12-01, 61卷4期（Vol。61, Issue 4）, pp。28-45賴阿福、林皎汝、江信瑩（2005）。影響台北市國小自然與生活科技領域教師資訊融入教學頻率暨相關因素之探討。取自http://sce.utaipei.edu.tw/files/news/489_bddbef33.pdf。顏榮泉（1996）。全球資訊網在教學與學習上之應用探討。教學科技與媒體， 25 期，33-41。Abbitt, J. 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