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研究生:簡林伶
研究生(外文):Lin-Ling Chien
論文名稱:「老師,伸出操縱滑鼠的魔力吧!」____探討高中職教師網路教學自我效能在網路融入教學歷程之角色
論文名稱(外文):“Teachers, clicking your magic power mouse!”- The role of senior high school and vocational high school teachers’ self-efficacy toward web pedagoical content knowledge in the internet-instruction integration process.
指導教授:陳秀玲陳秀玲引用關係
指導教授(外文):Shirley Chen
學位類別:碩士
校院名稱:國立臺灣科技大學
系所名稱:技術及職業教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:中文
論文頁數:134
中文關鍵詞:高中職教師網路融入教學之經驗詮釋現象學
外文關鍵詞:senior high school and vocational high teacherexperiences of integrating internet into instruchermeneutic phenomenology
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本研究旨在探討教師運用網路融入教學之經驗,內容包括:在複雜教學現場,高中職教師網路融入教學的理念與策略方面,以及從教學經驗和歷程中去探討網路融入教學的成功與失敗因素。在本研究中,研究者不僅重視網路融入教學之歷程,更進一步探討教師網路教學之自我效能在網路融入教學所扮演的角色。
本研究採用詮釋現象學來還原十三位高中職教師運用網路融入教學經驗之現象本質,並詮釋現象本質背後的深層意義,以半結構式之深度訪談為主要蒐集資料的方法,並以教師網路自我效能之量化問卷為輔,作為訪談過程中相互比對或印證的資料。透過文本分析歸納,並與受訪者達成互為主體的共識後,以深入理解其在網路融入教學所扮演的角色。
根據研究結果將受訪教師網路融入教學的經驗歸於五大主題:一、資源浩瀚,搜尋「茫」、「盲」、「忙」;二、「E」點滑鼠,開啟創意之源;三、滿腔熱血,反思行動;四、高中職教師網路融入教學歷程;五、教師網路教學自我效能在網路融入教學所扮演的角色。最後,本研究也根據研究結論,針對學校教師、教育當局及未來研究發展方向提出具體建議。
This research aims to discuss the teachers’ experiences of integrating internet into instruction, which are presents as follows: the senior high schools and vocational high school teachers’ perspective and strategies regard to internet-instruction integration in the complicated teaching environment. In addition, the study investigates the successful and failure factors of the integration. In the study, the researcher not only emphasizes the process of the internet- instruction integration but also investigates the role of teachers’ self-efficacy of internet-instruction integration in the integration process.
The study adopts interpret hermeneutic phenomenological methodology for uncovering the phenomenological nature of thirteen senior high school and vocational high school teachers’ integrating internet into instruction experiences. Semi-structural in-depth interviews were mainly conducted in the study for collecting data, and the teachers’ self-efficacy toward web pedagogical content knowledge questionnaire was adopted for the comparison with information in the interview. The role of integrating internet into instruction is profoundly understood by the analysis and deduction of the text and the inter-subjective agreement with the participants.
Based on the results, we found five essential domains regarding to the experiences of integrating internet into instruction: (a) Puzzled, blind, busy in the resource sea. (b) Clicking the mouse, creating the lessons! (c) The teachers’ reflection of integrating internet into instruction. (d) Senior high school and vocational high school teachers’ process of integrating internet into instructional. (e) the role of teachers’self-efficacy of internet-instruction integration in the integration process. In the conclusions, the research makes concrete suggestions to teachers, educational administrations, and further research in the future.
中文摘要 I
Abstract II
目錄III
表目錄V
圖目錄VI
附錄VII
第一章 緒論1
第一節 研究背景與動機 1
第二節 研究目的 5
第三節 研究問題 6
第三節 解釋名詞 7
第二章 文獻探討 9
第一節 網路融入教學歷程 9
第二節 教師網路教學自我效能與網路搜尋行為 18
第三章 研究方法 25
第一節 質性研究 25
第二節 研究對象 26
第三節 研究程序 31
第四節 研究工具 35
第五節 資料收集與分析 38
第六節 資料檢核 41
第七節 研究角色 42
第八節 研究倫理 43
第九節 研究限制 44
第四章 結論與討論 45
第一節 資源浩瀚,搜尋「茫」、「盲」、「忙」 46
第二節 「E」點滑鼠,開啟創意之源 64
第三節 滿腔熱血,反思行為77
第四節 高中職教師網路融入教學歷程 89
第五節 教師網路教學自我效能在網路融入教學之角色 91
第五章 結論反思與建議 95
第一節 結論 95
第二節 建議101
參考文獻104

表目錄
表 2-4 網路瀏覽行為的分類方法22
表 3-1 受訪者基本資料31
表 3-2 研究程序34
表4-1受訪教師量化資料之分組構面45
表4-2「茫」茫資源,搜尋契機 47
表4-4 搜尋「盲」點之受訪者分析 50
表4-5網路瀏覽行為的分類方法 51
表4-6因應策略之受訪者分析 52
表4-7資源繁雜,「忙」於統整分析 55
表4-9一般網路自我效能與網路融入教學自我效能之分組 57
表4-10受訪教師搜尋行為與一般網路自我效能之比較 59
表4-10-1 網路搜尋行為統整表.61
表4-12「E」點,網路融入學科內容之構面分組與訪談資料相互比對69
表4-13-1「E」點,網路融入學科教學之形式 71
表4-13-2「E」點,網路融入學科教學之使用策略與目的 72
表4-14網路融入學科教學構面分組與訪談資料相互比對 74
表4-15-1學習者負面的回饋 81
表4-15-2 師生激盪,導入成長 82
表4-16-1網路輔助教學之態度與網路融入教學之自我效能構面分組86

圖目錄
圖2-1 TPCK資訊融入教學模式 14
圖2-2 WPCK網路融入教學模式 17
圖2-3 Kirsch自我效能與行為的關係圖 19
圖2-5教師網路教學自我效能與網路融入教學歷程之關係 24
圖4-3意義建構理論 49
圖4-8 教師網路搜尋與資訊應用之歷程 57
圖4-11「E」點,網路融入學科內容之概念分析圖 67
圖4-16-2教師實施網路融入教學反思行為.88
圖4-17高中職教師網路融入教學歷程 90
圖4-18教師網路教學自我效能在網路融入教學之角色 92
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