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題名 基於校長科技領導視角之臺北市國民小學混成學習指標與權重體系建構之研究： 模糊德懷術與層級分析法之應用
Research on the Construction of Blended Learning Indicators and Weight System of National Primary Schools in Taipei City Based on the Perspective of Principal`s Science and Technology Leadership：Fuzzy Delphi Method and Analytic Hierarchy Process作者 詹明霞
Chan, Ming-Shin貢獻者 張奕華
Chang, Yi-Hua
詹明霞
Chan, Ming-Shin關鍵詞 臺北市國民小學
混成學習
指標建構
模糊德懷術
層級分析法
Taipei City elementary schools
blended learning
indicator construction
fuzzy Delphi method
analytic hierarchy process日期 2023 上傳時間 2-Aug-2023 14:33:17 (UTC+8) 摘要 本研究旨在建構臺北市國民小學混成學習指標與權重體系。首先進行文獻探討，分析與歸納出臺北市國民小學混成學習之初擬指標；其次，再以專家審題問卷、模糊德懷術問卷以及層級分析相對權重進行調查。本研究邀請13位具有混成學習教學理念或具有數位學習實務工作經驗之學者、專家為對象，透過專家意見修正指標，再以模糊德懷術建立三角模糊術與解模糊化之方法，彙整專家小組成員對指標重要性之見解並依此篩選指標；最後以層級分析法求得各層面及其指標之相對權重，完成臺北市國民小學混成學習指標與權重體系之建構。\n根據研究之結果與分析，本研究歸納主要結論如下：\n一、本研究建構之臺北市國民小學混成學習指標，包含五個層面與37項指標。\n二、本研究建構之臺北市國民小學混成學習指標之五個層面，依其權重排序分別為「面對面教學」（31%）、「教學方法和評量」（24.1%）、「同步非同步教學」及「互動性科技」（17.2%）、「線上學習」（10.3%）。\n三、本研究建構之臺北市國民小學混成學習指標計37項，在「面對面教學」層面首重「教師即時掌握學生的學習成效並調整教學方法及內容」：在「教學方法和評量」層面以「教師善用適合的教學學習平台」最為重要；在「同步非同步教學」層面以「教師針對線上課程，掌握互動性的教學方法」最為重要；在「互動性科技」層面以「教師提供易於使用的數位教學軟體（工具）」；在「線上學習」層面最須重視「教師設計適合線上課堂的教學活動」。\n最後，依據研究結果提出具體建議，以做為國民小學教育機構、國民小學教師以及後續研究者之參考。
This study aims to construct the blended learning indicators and weight system for elementary schools in Taipei City. Firstly, a literature review is conducted to analyze and summarize the initial proposed indicators for blended learning in Taipei City`s elementary schools. Secondly, investigations are carried out using expert review questionnaires, fuzzy Delphi questionnaires, and analytic hierarchy process for relative weights. Thirteen scholars and experts with ideas on blended learning teaching or practical experience in digital learning are invited to participate in this study. The indicators are refined based on expert opinions, and the fuzzy Delphi method is employed to establish the triangular fuzzy technique and defuzzification method. The views of the expert group members on the importance of indicators are collected, and the indicators are screened accordingly. Finally, the relative weights of each level and their indicators are determined using the analytic hierarchy process, completing the construction of the blended learning indicators and weight system for elementary schools in Taipei City.\nAccording to the results and analysis of the study, the main conclusions are as follows:\n1. The blended learning indicators for elementary schools in Taipei City constructed in this study consist of five levels and 37 indicators.\n2. The five levels of blended learning indicators in Taipei`s elementary schools, ranked according to their weights, are as follows:"Face-to-face teaching" (31%),"Teaching methods and assessment" (24.1%),"Synchronous and asynchronous teaching" and "Interactive Technology" (17.2%),"Online Learning" (10.3%).\n3. Among the 37 blended learning indicators in Taipei`s elementary schools, the following key points are highlighted at each level:"Face-to-face teaching": Emphasis on teachers grasping students` learning effects in real time and adjusting teaching methods and\ncontent,"Teaching methods and evaluation": Emphasis on teachers making good use of suitable teaching and learning platforms,"Synchronous and asynchronous teaching": Emphasis on teachers mastering interactive teaching methods for online courses,"Interactive technology": Emphasis on teachers providing easy-to-use digital teaching software (tools),"Online learning": Emphasis on teachers designing teaching activities suitable for online classrooms.\nFinally, based on the research findings, specific suggestions are provided as a reference for national primary education institutions, primary school teachers, and future researchers.參考文獻 參考文獻\n壹、中文部分\n王文科、王智弘。（2020）。教育研究法。臺北市：五南。\n史美瑤（2014）。 混成學習（Blended/Hybrid Learning）的挑戰與設計。評鑑雙月\n刊， 50，34-36。\n吳清山、林天祐（2006）。科技領導。教育資料與研究雙月刊，71，195-196。\n李小玲（2019）。混成學習模式對偏遠地區國中英語科補救教學學生英語學習成效\n之研究（未出版之碩士論文）。國立政治大學，臺北市。\n吳政達（2008）。教育政策分析:概念、方法與應用。臺北市：高等教育。\n林佳誼（2021 年11 月）。混成式學習。天下雜誌，735，86-91。\n秦夢群（2010）。教育領導理論與應用。臺北市：五南。\n張奕華（2007）。學校科技領與管理理論與實務。臺北市：高等教育。\n張奕華（2010）。校長科技領導-模式、指標與應用。臺北市：洪葉。\n張奕華、吳怡佳（2011）。科技領導、知識管理與學校效能結構關係之驗證。教育\n行政與評鑑學刊，11，1-28。\n郭伯臣（2020）。校園防疫與中小學數位學習之現況與未來。國土及公共治理季\n刊，8(4)，72-79。\n陳盈螢（2021 年 8 月)。北市公布開學防疫指引 混成教學僅近3 成老師支持。翻\n轉教育電子報。取自https://flipedu.parenting.com.tw/article/006746\n許進榮、林朝清（2020）。校長科技領導的組織行為模式與學校效能關係之研究。\n學校行政，127，12-42。取自http://doi:10.6423/HHHC.202005_(127).0002\n邱紹雯（2021 年9 月）。開學後，88%老師願意改變傳統教學法。親子天下，120，\n82-85。\n教育部資訊及科技教育司（2021 年6 月）全國高級中等人以下學校學生居家線上\n學習參考指引。取自\nhttps://learning.cloud.edu.tw/onlinelearning/dist/pdf/1100908.pdf\n教育部（2021a）。教育部〈因應疫情停課居家線上學習規劃110 年5 月18 日〉通\n報。取自https://cpd.moe.gov.tw/page_two.php?id=34842\n蔡亞樺（2021 年8 月）。北市國小願試辦「混成教學」 教育局：投影機、攝影機\n補助無上限。自由時報。取自\nhttps://news.ltn.com.tw/news/life/breakingnews/3642442\n教育部（2016）。國民教育法。取自\nhttps://edu.law.moe.gov.tw/LawContent.aspx?id=FL008927\n國家教育研究院（2012）。雙語詞彙、學術名詞暨辭書資訊網〈雙語詞彙、學術名\n詞暨辭書資訊網〉。取自http://terms.naer.edu.tw/detail/1678942/。\n葉晉嘉、翁興利、吳濟華（2007）。德菲法與模糊德菲法之比較研究。調查研究—\n方法與應用，21，31-58。\n鄭淵全、郭伯臣（2021）。遠距教學與自主學習。師友雙月刊，629（8），6-20。\n黃加明（2022）。COVID-19 後疫情時期中等學校線上及混成教學的挑戰與實踐。\n中等教育，73（1），97-113。\n林和春、李逸萱（2023）。桃園市國民小學教師知覺校長科技領導與教師學術樂觀\n關係之研究。學校行政雙月刊，144，126‒146。\n貳、外文部分\nAlAbdulkarim, L. 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國立政治大學
學校行政碩士在職專班
108911009資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108911009 資料類型 thesis dc.contributor.advisor 張奕華 zh_TW dc.contributor.advisor Chang, Yi-Hua en_US dc.contributor.author (Authors) 詹明霞 zh_TW dc.contributor.author (Authors) Chan, Ming-Shin en_US dc.creator (作者) 詹明霞 zh_TW dc.creator (作者) Chan, Ming-Shin en_US dc.date (日期) 2023 en_US dc.date.accessioned 2-Aug-2023 14:33:17 (UTC+8) - dc.date.available 2-Aug-2023 14:33:17 (UTC+8) - dc.date.issued (上傳時間) 2-Aug-2023 14:33:17 (UTC+8) - dc.identifier (Other Identifiers) G0108911009 en_US dc.identifier.uri (URI) https://ah.lib.nccu.edu.tw/item?item_id=166168 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 學校行政碩士在職專班 zh_TW dc.description (描述) 108911009 zh_TW dc.description.abstract (摘要) 本研究旨在建構臺北市國民小學混成學習指標與權重體系。首先進行文獻探討，分析與歸納出臺北市國民小學混成學習之初擬指標；其次，再以專家審題問卷、模糊德懷術問卷以及層級分析相對權重進行調查。本研究邀請13位具有混成學習教學理念或具有數位學習實務工作經驗之學者、專家為對象，透過專家意見修正指標，再以模糊德懷術建立三角模糊術與解模糊化之方法，彙整專家小組成員對指標重要性之見解並依此篩選指標；最後以層級分析法求得各層面及其指標之相對權重，完成臺北市國民小學混成學習指標與權重體系之建構。\n根據研究之結果與分析，本研究歸納主要結論如下：\n一、本研究建構之臺北市國民小學混成學習指標，包含五個層面與37項指標。\n二、本研究建構之臺北市國民小學混成學習指標之五個層面，依其權重排序分別為「面對面教學」（31%）、「教學方法和評量」（24.1%）、「同步非同步教學」及「互動性科技」（17.2%）、「線上學習」（10.3%）。\n三、本研究建構之臺北市國民小學混成學習指標計37項，在「面對面教學」層面首重「教師即時掌握學生的學習成效並調整教學方法及內容」：在「教學方法和評量」層面以「教師善用適合的教學學習平台」最為重要；在「同步非同步教學」層面以「教師針對線上課程，掌握互動性的教學方法」最為重要；在「互動性科技」層面以「教師提供易於使用的數位教學軟體（工具）」；在「線上學習」層面最須重視「教師設計適合線上課堂的教學活動」。\n最後，依據研究結果提出具體建議，以做為國民小學教育機構、國民小學教師以及後續研究者之參考。 zh_TW dc.description.abstract (摘要) This study aims to construct the blended learning indicators and weight system for elementary schools in Taipei City. Firstly, a literature review is conducted to analyze and summarize the initial proposed indicators for blended learning in Taipei City`s elementary schools. Secondly, investigations are carried out using expert review questionnaires, fuzzy Delphi questionnaires, and analytic hierarchy process for relative weights. Thirteen scholars and experts with ideas on blended learning teaching or practical experience in digital learning are invited to participate in this study. The indicators are refined based on expert opinions, and the fuzzy Delphi method is employed to establish the triangular fuzzy technique and defuzzification method. The views of the expert group members on the importance of indicators are collected, and the indicators are screened accordingly. Finally, the relative weights of each level and their indicators are determined using the analytic hierarchy process, completing the construction of the blended learning indicators and weight system for elementary schools in Taipei City.\nAccording to the results and analysis of the study, the main conclusions are as follows:\n1. The blended learning indicators for elementary schools in Taipei City constructed in this study consist of five levels and 37 indicators.\n2. The five levels of blended learning indicators in Taipei`s elementary schools, ranked according to their weights, are as follows:"Face-to-face teaching" (31%),"Teaching methods and assessment" (24.1%),"Synchronous and asynchronous teaching" and "Interactive Technology" (17.2%),"Online Learning" (10.3%).\n3. Among the 37 blended learning indicators in Taipei`s elementary schools, the following key points are highlighted at each level:"Face-to-face teaching": Emphasis on teachers grasping students` learning effects in real time and adjusting teaching methods and\ncontent,"Teaching methods and evaluation": Emphasis on teachers making good use of suitable teaching and learning platforms,"Synchronous and asynchronous teaching": Emphasis on teachers mastering interactive teaching methods for online courses,"Interactive technology": Emphasis on teachers providing easy-to-use digital teaching software (tools),"Online learning": Emphasis on teachers designing teaching activities suitable for online classrooms.\nFinally, based on the research findings, specific suggestions are provided as a reference for national primary education institutions, primary school teachers, and future researchers. en_US dc.description.tableofcontents 目 次\n第一章 緒 論……………………………………………………………………… 1\n第一節 研究動機.................................. 1\n第二節 研究目的與待答問題.......................... 5\n第三節 名詞釋義................................... 6\n第四節 研究方法與步驟............................‧.. 7\n第五節 研究範圍與限制.............................. 13\n第二章 文獻探討…………………………………………………………………… 15\n第一節 校長科技領導之趨勢與相關研究.................. 15\n第二節 混成學習之意涵與相關研究...................... 25\n第三節 國民小學混成學習指標分析與建構................ 33\n第四節 臺北市國民小學混成學習之初擬指標.............. 48\n第三章 研究設計與實施 ……………………………………………………………49\n第一節 研究架構.................................... 49\n第二節 研究對象.............................. 52\n第三節 研究工具 ............................. 56\n第四節 實施程序.............................. 58\n第五節 資料處理與分析........................ 61\n第四章 結果分析與討論…………………………………………………………… 61\n第一節 臺北市國民小學混成學習指標結果分析...... 61\n第二節 臺北市國民小學混成學習指標問卷結果分析.... 79\n第三節 臺北市國民小學混成學習指標權重結果分析.... 92\n第四節 綜合討論與分析......................... 106\n第五章 結論與建議…………………………………………………………………109\n第一節 結論.................................. 109\n第二節 建議.................................. 113\n參考文獻…………………………………………………………………………… 116\n壹、中文部分................................. 116\n貳、外文部分 ................................ 128\n附錄\n附錄一 專家學者邀請函…………………………………………………141\n附錄二 「臺北市國民小學混成學習指標」專家審題問卷…………… 142\n附錄三 「臺北市國民小學混成學習指標」模糊德懷術問卷……………147\n附錄四 「臺北市國民小學混成學習指標」相對權重問卷………………155\n表 次\n表 2-1 校長科技領導之相關研究項目彙整表.......... 23\n表 2-2 混成學習之內涵彙整表..................... 32\n表 2-3 臺北市國民小學混成學習之初擬指標.......... 49\n表3-1 模糊德懷術專家諮詢小組(依類別與姓氏筆畫排列).. 55\n表 3-2 臺北市國民小學混成學習指標之專家審題問卷題項 56\n表4-1 臺北市國民小學混成學習指標採用程度統計……………………………...68\n表4-2 「面對面」層面指標採用程度統計...……………..………………….…….69\n表4-3 「線上學習」層面指標採用程度統計..……………………………….……69\n表4-4 「同步非同步」層面指標採用程度統計…………………………….……..70\n表4-5 「教學方法和成效」層面指標採用程度統計……………………………. .71\n表4-6 「互動和教學科技」層面指標採用程度統計…………………………….. 72\n表4-7 臺北市國民小學混成學習指標專家審題問卷修正對照表…………… 82\n表4-8 臺北市國民小學混成學習各層面之三角模糊術………………………… 86\n表4-9 「面對面教學」層面指標之三角模糊術………………………………….. 86\n表4-10 「線上學習」層面指標之三角模糊術…………………………………….87\n表4-11 「同步非同步教學」層面指標之三角模糊術…………………………….88\n表4-12 「教學方法和評量」層面指標之三角模糊術…………………………….88\n表4-13 「互動性科技」層面指標之三角模糊術……………………………….....89\n表4-14 臺北市國民小學混成學習各層面解模糊化數值………………………….90\n表4-15 「面對面教學」層面指標解模糊化數值………………………………….91\n表4-16 「線上學習」層面指標解模糊化數值…………………………… ………92\n表4-17 「同步非同步教學」層面指標解模糊化數值………………………….…93\n表4-18 「教學方法和評量」層面指標解模糊化數值…………………………….94\n表4-19 「互動性科技」層面指標解模糊化數值…………………………………..95\n表4-20 確立之臺北市國民小學混成學習層面及指標…………………………….96\n表4-21 臺北市國民小學混成學習各層面之權重分配與排序.……………………99\n表4-22 「面對面教學」層面指標之權重分配與排序……………...……………100\n表4-23 「線上學習」層面指標之權重分配與排序………………………..……102\n表4-24 「同步非同步」層面指標之權重分配 ……..……………….……...…103\n表4-25 「教學方法和評量」層面指標之權重分配與排序..……………………105\n表4-26 「互動性科技」層面指標之權重分配與排序............. 106\n表4-27 「臺北市國民小學混成學習」整體指標之相對權重分配及排序….108\n表4-28 臺北市國民小學混成學習指標與權重體系…………………………….110\n表4-29 層面及指標建構階段項次修正表………………………….…….112\n圖 次\n圖1-1 研究流程…………………………………………………………………… 12\n圖3-1 研究架構…………………………………………………………………… 52\n圖4-1 臺北市國民小學混成學習指標各層面之相對權重分配長條圖…… 98\n圖4-2「面對面教學」層面之相對權重分配長條圖…………………………… 99\n圖4-3「線上學習」層面之相對權重分配長條圖……………………………… 101\n圖4-4「同步非同步」層面之相對權重分配長條圖…………………………… 102\n圖4-5「教學方法和評量」層面之相對權重分配長條圖……………………… 104\n圖4-6「互動性科技」層面相對權重分配長條圖……………………………… 105\n圖4-7「臺北市國民小學混成學習」整體指標之相對權重分配長條圖…… 107 zh_TW dc.format.extent 6446994 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108911009 en_US dc.subject (關鍵詞) 臺北市國民小學 zh_TW dc.subject (關鍵詞) 混成學習 zh_TW dc.subject (關鍵詞) 指標建構 zh_TW dc.subject (關鍵詞) 模糊德懷術 zh_TW dc.subject (關鍵詞) 層級分析法 zh_TW dc.subject (關鍵詞) Taipei City elementary schools en_US dc.subject (關鍵詞) blended learning en_US dc.subject (關鍵詞) indicator construction en_US dc.subject (關鍵詞) fuzzy Delphi method en_US dc.subject (關鍵詞) analytic hierarchy process en_US dc.title (題名) 基於校長科技領導視角之臺北市國民小學混成學習指標與權重體系建構之研究： 模糊德懷術與層級分析法之應用 zh_TW dc.title (題名) Research on the Construction of Blended Learning Indicators and Weight System of National Primary Schools in Taipei City Based on the Perspective of Principal`s Science and Technology Leadership：Fuzzy Delphi Method and Analytic Hierarchy Process en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 參考文獻\n壹、中文部分\n王文科、王智弘。（2020）。教育研究法。臺北市：五南。\n史美瑤（2014）。 混成學習（Blended/Hybrid Learning）的挑戰與設計。評鑑雙月\n刊， 50，34-36。\n吳清山、林天祐（2006）。科技領導。教育資料與研究雙月刊，71，195-196。\n李小玲（2019）。混成學習模式對偏遠地區國中英語科補救教學學生英語學習成效\n之研究（未出版之碩士論文）。國立政治大學，臺北市。\n吳政達（2008）。教育政策分析:概念、方法與應用。臺北市：高等教育。\n林佳誼（2021 年11 月）。混成式學習。天下雜誌，735，86-91。\n秦夢群（2010）。教育領導理論與應用。臺北市：五南。\n張奕華（2007）。學校科技領與管理理論與實務。臺北市：高等教育。\n張奕華（2010）。校長科技領導-模式、指標與應用。臺北市：洪葉。\n張奕華、吳怡佳（2011）。科技領導、知識管理與學校效能結構關係之驗證。教育\n行政與評鑑學刊，11，1-28。\n郭伯臣（2020）。校園防疫與中小學數位學習之現況與未來。國土及公共治理季\n刊，8(4)，72-79。\n陳盈螢（2021 年 8 月)。北市公布開學防疫指引 混成教學僅近3 成老師支持。翻\n轉教育電子報。取自https://flipedu.parenting.com.tw/article/006746\n許進榮、林朝清（2020）。校長科技領導的組織行為模式與學校效能關係之研究。\n學校行政，127，12-42。取自http://doi:10.6423/HHHC.202005_(127).0002\n邱紹雯（2021 年9 月）。開學後，88%老師願意改變傳統教學法。親子天下，120，\n82-85。\n教育部資訊及科技教育司（2021 年6 月）全國高級中等人以下學校學生居家線上\n學習參考指引。取自\nhttps://learning.cloud.edu.tw/onlinelearning/dist/pdf/1100908.pdf\n教育部（2021a）。教育部〈因應疫情停課居家線上學習規劃110 年5 月18 日〉通\n報。取自https://cpd.moe.gov.tw/page_two.php?id=34842\n蔡亞樺（2021 年8 月）。北市國小願試辦「混成教學」 教育局：投影機、攝影機\n補助無上限。自由時報。取自\nhttps://news.ltn.com.tw/news/life/breakingnews/3642442\n教育部（2016）。國民教育法。取自\nhttps://edu.law.moe.gov.tw/LawContent.aspx?id=FL008927\n國家教育研究院（2012）。雙語詞彙、學術名詞暨辭書資訊網〈雙語詞彙、學術名\n詞暨辭書資訊網〉。取自http://terms.naer.edu.tw/detail/1678942/。\n葉晉嘉、翁興利、吳濟華（2007）。德菲法與模糊德菲法之比較研究。調查研究—\n方法與應用，21，31-58。\n鄭淵全、郭伯臣（2021）。遠距教學與自主學習。師友雙月刊，629（8），6-20。\n黃加明（2022）。COVID-19 後疫情時期中等學校線上及混成教學的挑戰與實踐。\n中等教育，73（1），97-113。\n林和春、李逸萱（2023）。桃園市國民小學教師知覺校長科技領導與教師學術樂觀\n關係之研究。學校行政雙月刊，144，126‒146。\n貳、外文部分\nAlAbdulkarim, L. 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