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題名 高級中學智慧校園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
The Study on the Construction of Indicators and Weighting System for the Smart Campus of Senior High Schools: An Application of Fuzzy Delphi Method and Analytic Hierarchy Process作者 陳冠霖
Chen, Guan-Lin貢獻者 張奕華
Chang, I-Hua
陳冠霖
Chen, Guan-Lin關鍵詞 高級中學
智慧校園
模糊德懷術
層級分析法
Analytic Hierarchy Process (AHP)
senior high school
smart campus
Fuzzy Delphi Method (FDM)日期 2023 上傳時間 1-Sep-2023 15:27:26 (UTC+8) 摘要 科技進展迅速，對於人才的需求更是迫在眉睫，各年齡層之智慧校園的發展乃勢在必行，本研究冀能找尋一套合適我國高級中學智慧校園指標及權重體系，予校長、師生於推動和發展校園時有所參照，並期能消弭各縣市智慧校園發展不均之情況，使學生於步入高等教育前，皆享有所需之知識及技能。本研究先行匯集各國之文獻並分析，進而初擬高級中學智慧校園各細項指標，透過模糊德懷術專家諮詢小組，經歷三次問卷施測，逐步完成指標架構；藉由層級分析法，求出具體各層面指標間的關係及權重，確立我國高級中學智慧校園指標之權重體系。根據研究之結果與歸納，求得以下結論：一、本研究所得之高級中學智慧校園指標與權重體系，共含6大層面及35項細項指標。二、本研究所得之高級中學智慧校園6大層面，依其重要程度：「智慧教與學面向」(28.71%)、「智慧管理面向」(21.03%)、「智慧行政面向」(15.87%)、「智慧社群面向」(15.34%)、「智慧綠能面向」(13.06%)、「智慧保健面向」(5.99%)。三、本研究所得之高級中學智慧校園35項細項指標(一) 於「智慧教與學面向」，強調「提升教師教學數位化能力」(7.47%)。(二) 於「智慧管理面向」，強調「建置完善校務管理系統」(7.96%)。(三) 於「智慧行政面向」，強調「建置集合式行政體系」(3.62%)。(四) 於「智慧社群面向」，強調「課程與測驗數位化」(3.60%)。(五) 於「智慧綠能面向」，強調「建置智能電器遠端控制系統」(3.97%)。(六) 於「智慧保健面向」，強調「提供防護性與個別化的健康服務」(1.89%)
Rapid technological advancements have created an urgent demand for talents, particularly in the field of technology. The development of smart campuses for all age groups has become imperative. This research aims to construct indicators and weightimg system of the smart campuses of senior high schools in Taiwan. The findings will provide principals and teachers with a reference for promoting and developing their campuses. Additionally, it is also hoped to help bridge the development gap among different cities in terms of smart campuses, ensuring that students own the necessary knowledge and skills before entering higher education.This study begins by reviewing relevant literature from various countries then conduct analysis. Subsequently, a preliminary set of indicators for smart campuses in senior high schools is proposed. Through the expert consultation group of Fuzzy Delphi Method (FDM), three rounds of questionnaires are administered, then establish the indicators framework.By employing the Analytic Hierarchy Process (AHP), the relationships and weightings among specific indicators at each level are determined, thereby establishing the weighting system for smart campuses in senior high schools in Taiwan. Based on the research results and conclusions drawn, the following findings have been obtained:1.The indicators and weighting system of the smart campuses in senior high schools consist of 6 major dimensions and 35 indicators.2.The 6 major dimensions of the smart campuses in senior high schools, ranked by their importance, are as follows: "Smart Teaching and Learning Dimension" (28.71%), "Smart Management Dimension" (21.03%), "Smart Administration Dimension" (15.87%), "Smart Community Dimension" (15.34%), "Smart Green Energy Dimension" (13.06%), and "Smart Healthcare Dimension" (5.99%).3.The 35 indicators for the smart campuses in senior high schools obtained from this study are as follows.(1) In the "Smart Teaching and Learning Dimension," emphasis is placed on "Enhancing teachers` digital teaching capabilities" (7.47%).(2) In the "Smart Management Dimension," emphasis is placed on "Establishing a comprehensive school management system" (7.96%).(3) In the "Smart Administration Dimension," emphasis is placed on "Establishing a centralized administrative system" (3.62%).(4)In the "Smart Community Dimension," emphasis is placed on "Digitization of curriculum and assessments" (3.60%).(5)In the "Smart Green Energy Dimension," emphasis is placed on " Establishing a long-range control system smart appliances" (3.97%).(6)In the "Smart Healthcare Dimension," emphasis is placed on "Providing protective and individualized health services" (1.89%).參考文獻 田娟(2016)。智慧校園智慧特徵分析。無限互聯科技，13，30。吳政達（2008）。教育政策分析——概念、方法與應用。臺北市：高等教育。何秀錦、梅素靜、陳志勇(2016)。智慧教育理念下：學校教學管理信息化的新模式。中國信息化技術教育，6，111-112。李瑞敏、李宏隆、李清燕、陳昌助、羅亦斯（2020）。智慧校園利用智慧輔助教學系統提高學生學習成效之研究。課程與教學季刊，23（2），1-24。李璐、王運武（2020）。高校智慧校園評價指標體系研究。現代教育技術，30（5），87-93。林于郁（2015）。教學網站評估指標建構之研究：模糊層級分析法之應用。國立政治大學學校行政碩士在職專班碩士論文，臺北市。林光媚（2017）。臺北市國民小學智慧校園指標建構之研究。國立政治大學學校行政碩士在職專班碩士論文(未出版)，臺北市。林佳靜（2020）。運用後設分析方法探討智慧校園導入智慧教學之學習成效。課程與教學季刊，23（2），25-54。林進山（2022）。智慧校園永續創見的策略研究。師友雙月刊，635，61-66。林進山（2016）。建構智慧校園永續發展的實務探究。教師天地，1（3），1-12。季凌雲（2019）。物聯網技術在智慧校園中的應用研究。無限互聯科技，24，141-142。周揚（2017）。物聯網技術在智慧校園中的應用探索。無限互聯科技，15，24-25。和學欣、鹿星南（2020）。智慧時代的學校教學型態探討。課程‧教材‧教法，2，43-50。胡小勇、朱龍（2017）。智慧學習環境中的創造力培養實證研究。中國電化教育，6，11-16。柳毅、王曉耘(2017)。基於智慧教育的專業教學模式探索與實踐-以信息管理與信息系統專業教學模式改革為例。科技與教育，7，46-49。陳明溥（2017）。數位科技創新教學與智慧學校：讓學習者智慧學習。中等教育，68（3），8-15。陳思伶（2021）。智慧幼兒園指標和權重體系建構之研究：模糊德懷術和層級分析法之應用。國立政治大學學校行政碩士在職專班碩士論文(未出版)，臺北市。陳亮恭、李威儒（2017）。智慧醫療數位轉型與再進化。國土及公共治理季刊，5（4），38-43。陳然（2018）。我國智慧學習研究現狀與未來趨勢分析。湖北廣播電視大學學報，38（5），16-20。陳琳、王蔚、李冰冰、楊英（2016）。智慧學習內涵及其智慧學習方式。中國電化教育，12，31-37。翁雅玲（2017）。我國大學智慧校園指標建構之研究: 模糊德懷術之應用。國立政治大學學校行政碩士在職專班碩士論文(未出版)，臺北市。唐曉嗣、桂文林（2019）。區塊鏈+高校智慧校園建設研究。中國成人教育，13，42-44。張成緯（2020）。國民小學校長社會正義領導指標建構之研究：模糊德懷術和層級分析法之應用。國立政治大學學校教育行政與政策所碩士論文(未出版)，臺北市。張虹、陳琳（2018）。智慧學習活動的理論、本質及系統研究。現代教育技術，28（4），55-60。張奕華（2022）。從AI智慧教室邁向智慧學校：兼談智慧教育。師友雙月刊，635，13-20。張奕華、林光媚（2017）。臺北市國民小學智慧校園指標及權重體系建構之研究。教育行政與評鑑學刊，2，57-100。張紹勳（2012）。模糊多準則評估法及統計。臺北市：五南圖書出版股份有限公司。教育部（2016）。國民教育法。取自https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0070001教育部（2021）。高級中等教育法。取自https://law.moj.gov.tw/LawClass/LawAll.aspx?PCode=H0060043梁金都、林明地（2015）。國小校長領導專業學習社群以發展學校集體智慧的策略。教育研究集刊，61（3），1-46。許懷智（2020）。中小學校長智慧領導素養指標建構之研究：模糊德懷術之應用。國立政治大學學校教育行政與政策所碩士論文，臺北市。湯志民（2019）。智慧校園(smart campus)的理念與推展。學校行政雙月刊，121，125-140。湯志民(2021)。5G智慧校園與關鍵技術。臺灣研究教育期刊，2(5)，1-18。揚智雄（2017）。人工智慧時代的教育行政人員之作為與省思。臺灣教育，718，127-134。溫玲玉、楊國湘、楊凱皓（2021）。略論人工智慧(AI)對商業人才培育之展望-智慧校園、智慧教學與智慧學習的實踐。臺灣教育，730，1-12。楊萍、姚宇翔、史貝貝、王運武（2019）。智慧校園建設研究綜述。現代教育技術，29，18-24。賈蕊(2018)。高等院校智慧校園建設研究。遼寧廣播電視大學學報，148，43-44。臺北市教育局（2020）。跨預備課、線上學校 北市引領學子展現自主學習力。取自https://www.parenting.com.tw/article/5087887熊偉、宮禹、尹斐斐（2020）。高校智慧校園卡規劃與實現。信息技術與信息化，7，178-182。劉俊(2020)。雲南黨校智慧校園建設初探。中共雲南省黨校《創造》雜誌，305，38-41。劉雲松、王琳、楊正林（2018）。高校智慧校園建設探索。信息技術與信息化，5，167-169。戴慈萱（2021）。國民中學智慧校園指標與權重體系建構之研究：模糊德懷術和層級分析法之應用。國立政治大學學校行政碩士在職專班碩士論文(未出版)，臺北市。謝翠娟(2020)。智慧教育推動與赴美參訪交流之我見。臺灣教育評論月刊，9(4)，106-113。錢倍倍（2020）。指向智慧型教師培養的「二二三」專業學習社群建構研究。教學月刊(小學版)綜合，11，9-12。羅浩（2017）。「智慧校園」背景下高校行政管理服務的創新研究–以東菀職業技術學院為例。佳木斯職業學院學報，8，460。Ahmed, V., Abu, A. 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國立政治大學
教育行政與政策研究所
109171009資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109171009 資料類型 thesis dc.contributor.advisor 張奕華 zh_TW dc.contributor.advisor Chang, I-Hua en_US dc.contributor.author (Authors) 陳冠霖 zh_TW dc.contributor.author (Authors) Chen, Guan-Lin en_US dc.creator (作者) 陳冠霖 zh_TW dc.creator (作者) Chen, Guan-Lin en_US dc.date (日期) 2023 en_US dc.date.accessioned 1-Sep-2023 15:27:26 (UTC+8) - dc.date.available 1-Sep-2023 15:27:26 (UTC+8) - dc.date.issued (上傳時間) 1-Sep-2023 15:27:26 (UTC+8) - dc.identifier (Other Identifiers) G0109171009 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/147044 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育行政與政策研究所 zh_TW dc.description (描述) 109171009 zh_TW dc.description.abstract (摘要) 科技進展迅速，對於人才的需求更是迫在眉睫，各年齡層之智慧校園的發展乃勢在必行，本研究冀能找尋一套合適我國高級中學智慧校園指標及權重體系，予校長、師生於推動和發展校園時有所參照，並期能消弭各縣市智慧校園發展不均之情況，使學生於步入高等教育前，皆享有所需之知識及技能。本研究先行匯集各國之文獻並分析，進而初擬高級中學智慧校園各細項指標，透過模糊德懷術專家諮詢小組，經歷三次問卷施測，逐步完成指標架構；藉由層級分析法，求出具體各層面指標間的關係及權重，確立我國高級中學智慧校園指標之權重體系。根據研究之結果與歸納，求得以下結論：一、本研究所得之高級中學智慧校園指標與權重體系，共含6大層面及35項細項指標。二、本研究所得之高級中學智慧校園6大層面，依其重要程度：「智慧教與學面向」(28.71%)、「智慧管理面向」(21.03%)、「智慧行政面向」(15.87%)、「智慧社群面向」(15.34%)、「智慧綠能面向」(13.06%)、「智慧保健面向」(5.99%)。三、本研究所得之高級中學智慧校園35項細項指標(一) 於「智慧教與學面向」，強調「提升教師教學數位化能力」(7.47%)。(二) 於「智慧管理面向」，強調「建置完善校務管理系統」(7.96%)。(三) 於「智慧行政面向」，強調「建置集合式行政體系」(3.62%)。(四) 於「智慧社群面向」，強調「課程與測驗數位化」(3.60%)。(五) 於「智慧綠能面向」，強調「建置智能電器遠端控制系統」(3.97%)。(六) 於「智慧保健面向」，強調「提供防護性與個別化的健康服務」(1.89%) zh_TW dc.description.abstract (摘要) Rapid technological advancements have created an urgent demand for talents, particularly in the field of technology. The development of smart campuses for all age groups has become imperative. This research aims to construct indicators and weightimg system of the smart campuses of senior high schools in Taiwan. The findings will provide principals and teachers with a reference for promoting and developing their campuses. Additionally, it is also hoped to help bridge the development gap among different cities in terms of smart campuses, ensuring that students own the necessary knowledge and skills before entering higher education.This study begins by reviewing relevant literature from various countries then conduct analysis. Subsequently, a preliminary set of indicators for smart campuses in senior high schools is proposed. Through the expert consultation group of Fuzzy Delphi Method (FDM), three rounds of questionnaires are administered, then establish the indicators framework.By employing the Analytic Hierarchy Process (AHP), the relationships and weightings among specific indicators at each level are determined, thereby establishing the weighting system for smart campuses in senior high schools in Taiwan. Based on the research results and conclusions drawn, the following findings have been obtained:1.The indicators and weighting system of the smart campuses in senior high schools consist of 6 major dimensions and 35 indicators.2.The 6 major dimensions of the smart campuses in senior high schools, ranked by their importance, are as follows: "Smart Teaching and Learning Dimension" (28.71%), "Smart Management Dimension" (21.03%), "Smart Administration Dimension" (15.87%), "Smart Community Dimension" (15.34%), "Smart Green Energy Dimension" (13.06%), and "Smart Healthcare Dimension" (5.99%).3.The 35 indicators for the smart campuses in senior high schools obtained from this study are as follows.(1) In the "Smart Teaching and Learning Dimension," emphasis is placed on "Enhancing teachers` digital teaching capabilities" (7.47%).(2) In the "Smart Management Dimension," emphasis is placed on "Establishing a comprehensive school management system" (7.96%).(3) In the "Smart Administration Dimension," emphasis is placed on "Establishing a centralized administrative system" (3.62%).(4)In the "Smart Community Dimension," emphasis is placed on "Digitization of curriculum and assessments" (3.60%).(5)In the "Smart Green Energy Dimension," emphasis is placed on " Establishing a long-range control system smart appliances" (3.97%).(6)In the "Smart Healthcare Dimension," emphasis is placed on "Providing protective and individualized health services" (1.89%). en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究動機 1第二節 研究目的與待答問題 5第三節 名詞釋義 6第四節 研究方法與步驟 8第五節 研究範圍與限制 12第二章 文獻探討 14第一節 智慧校園之演進 14第二節 智慧校園之意涵 17第三節 高級中學智慧校園之初擬指標探討 20第四節 高級中學智慧校園之初擬指標建構 49第三章 研究設計與實施 51第一節 研究架構 51第二節 研究對象 54第三節 研究工具 56第四節 實施程序 58第五節 資料處理與分析 59第四章 研究分析結果與討論 67第一節 高級中學智慧校園指標之建構分析 67第二節 模糊德懷術專家問卷結果與分析 78第三節 相對權重專家問卷結果與分析 86第四節 綜合分析與討論 103第五章 結論與建議 121第一節 結論 121第二節 建議 131參考文獻 134附錄 142附錄一 「高級中學智慧校園指標與權重體系建構」專家審查問卷 142附錄二 「高級中學智慧校園指標與權重體系建構」模糊德懷術問卷 154附錄三 「高級中學智慧校園指標與權重體系建構」相對權重問卷 160附錄四 「高級中學智慧校園指標與權重體系建構」專家審查問卷之指標採用程度/適切性填答結果 183附錄五 「高級中學智慧校園指標與權重體系建構」模糊德懷術問卷之專家填寫於各指標最保守值、最可能值及最樂觀值 185附錄六 「高級中學智慧校園指標與權重體系建構」相對權重問卷之填答結果彙整表 187 zh_TW dc.format.extent 9280467 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109171009 en_US dc.subject (關鍵詞) 高級中學 zh_TW dc.subject (關鍵詞) 智慧校園 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) Analytic Hierarchy Process (AHP) en_US dc.subject (關鍵詞) senior high school en_US dc.subject (關鍵詞) smart campus en_US dc.subject (關鍵詞) Fuzzy Delphi Method (FDM) en_US dc.title (題名) 高級中學智慧校園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) The Study on the Construction of Indicators and Weighting System for the Smart Campus of Senior High Schools: An Application of 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) 田娟(2016)。智慧校園智慧特徵分析。無限互聯科技，13，30。吳政達（2008）。教育政策分析——概念、方法與應用。臺北市：高等教育。何秀錦、梅素靜、陳志勇(2016)。智慧教育理念下：學校教學管理信息化的新模式。中國信息化技術教育，6，111-112。李瑞敏、李宏隆、李清燕、陳昌助、羅亦斯（2020）。智慧校園利用智慧輔助教學系統提高學生學習成效之研究。課程與教學季刊，23（2），1-24。李璐、王運武（2020）。高校智慧校園評價指標體系研究。現代教育技術，30（5），87-93。林于郁（2015）。教學網站評估指標建構之研究：模糊層級分析法之應用。國立政治大學學校行政碩士在職專班碩士論文，臺北市。林光媚（2017）。臺北市國民小學智慧校園指標建構之研究。國立政治大學學校行政碩士在職專班碩士論文(未出版)，臺北市。林佳靜（2020）。運用後設分析方法探討智慧校園導入智慧教學之學習成效。課程與教學季刊，23（2），25-54。林進山（2022）。智慧校園永續創見的策略研究。師友雙月刊，635，61-66。林進山（2016）。建構智慧校園永續發展的實務探究。教師天地，1（3），1-12。季凌雲（2019）。物聯網技術在智慧校園中的應用研究。無限互聯科技，24，141-142。周揚（2017）。物聯網技術在智慧校園中的應用探索。無限互聯科技，15，24-25。和學欣、鹿星南（2020）。智慧時代的學校教學型態探討。課程‧教材‧教法，2，43-50。胡小勇、朱龍（2017）。智慧學習環境中的創造力培養實證研究。中國電化教育，6，11-16。柳毅、王曉耘(2017)。基於智慧教育的專業教學模式探索與實踐-以信息管理與信息系統專業教學模式改革為例。科技與教育，7，46-49。陳明溥（2017）。數位科技創新教學與智慧學校：讓學習者智慧學習。中等教育，68（3），8-15。陳思伶（2021）。智慧幼兒園指標和權重體系建構之研究：模糊德懷術和層級分析法之應用。國立政治大學學校行政碩士在職專班碩士論文(未出版)，臺北市。陳亮恭、李威儒（2017）。智慧醫療數位轉型與再進化。國土及公共治理季刊，5（4），38-43。陳然（2018）。我國智慧學習研究現狀與未來趨勢分析。湖北廣播電視大學學報，38（5），16-20。陳琳、王蔚、李冰冰、楊英（2016）。智慧學習內涵及其智慧學習方式。中國電化教育，12，31-37。翁雅玲（2017）。我國大學智慧校園指標建構之研究: 模糊德懷術之應用。國立政治大學學校行政碩士在職專班碩士論文(未出版)，臺北市。唐曉嗣、桂文林（2019）。區塊鏈+高校智慧校園建設研究。中國成人教育，13，42-44。張成緯（2020）。國民小學校長社會正義領導指標建構之研究：模糊德懷術和層級分析法之應用。國立政治大學學校教育行政與政策所碩士論文(未出版)，臺北市。張虹、陳琳（2018）。智慧學習活動的理論、本質及系統研究。現代教育技術，28（4），55-60。張奕華（2022）。從AI智慧教室邁向智慧學校：兼談智慧教育。師友雙月刊，635，13-20。張奕華、林光媚（2017）。臺北市國民小學智慧校園指標及權重體系建構之研究。教育行政與評鑑學刊，2，57-100。張紹勳（2012）。模糊多準則評估法及統計。臺北市：五南圖書出版股份有限公司。教育部（2016）。國民教育法。取自https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0070001教育部（2021）。高級中等教育法。取自https://law.moj.gov.tw/LawClass/LawAll.aspx?PCode=H0060043梁金都、林明地（2015）。國小校長領導專業學習社群以發展學校集體智慧的策略。教育研究集刊，61（3），1-46。許懷智（2020）。中小學校長智慧領導素養指標建構之研究：模糊德懷術之應用。國立政治大學學校教育行政與政策所碩士論文，臺北市。湯志民（2019）。智慧校園(smart campus)的理念與推展。學校行政雙月刊，121，125-140。湯志民(2021)。5G智慧校園與關鍵技術。臺灣研究教育期刊，2(5)，1-18。揚智雄（2017）。人工智慧時代的教育行政人員之作為與省思。臺灣教育，718，127-134。溫玲玉、楊國湘、楊凱皓（2021）。略論人工智慧(AI)對商業人才培育之展望-智慧校園、智慧教學與智慧學習的實踐。臺灣教育，730，1-12。楊萍、姚宇翔、史貝貝、王運武（2019）。智慧校園建設研究綜述。現代教育技術，29，18-24。賈蕊(2018)。高等院校智慧校園建設研究。遼寧廣播電視大學學報，148，43-44。臺北市教育局（2020）。跨預備課、線上學校 北市引領學子展現自主學習力。取自https://www.parenting.com.tw/article/5087887熊偉、宮禹、尹斐斐（2020）。高校智慧校園卡規劃與實現。信息技術與信息化，7，178-182。劉俊(2020)。雲南黨校智慧校園建設初探。中共雲南省黨校《創造》雜誌，305，38-41。劉雲松、王琳、楊正林（2018）。高校智慧校園建設探索。信息技術與信息化，5，167-169。戴慈萱（2021）。國民中學智慧校園指標與權重體系建構之研究：模糊德懷術和層級分析法之應用。國立政治大學學校行政碩士在職專班碩士論文(未出版)，臺北市。謝翠娟(2020)。智慧教育推動與赴美參訪交流之我見。臺灣教育評論月刊，9(4)，106-113。錢倍倍（2020）。指向智慧型教師培養的「二二三」專業學習社群建構研究。教學月刊(小學版)綜合，11，9-12。羅浩（2017）。「智慧校園」背景下高校行政管理服務的創新研究–以東菀職業技術學院為例。佳木斯職業學院學報，8，460。Ahmed, V., Abu, A. 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