臺灣博碩士論文加值系統

本研究旨在發展一套兼顧「資訊技能」與「教學性」之層級架構，以判別教師所實施之資訊科技融入教學的深淺程度。其中資訊技能之層級區分為：無、現成電腦輔助教學軟體使用、入門、多媒體教學素材原樣導入、多媒體教材設計、自製互動式教學軟體、及自製教學系統等七層；教學性面向則依融入深淺區分為：例行式、初探式、取代式及創新式等四級。在每一層級皆有明確之定義與描述，且各層級間區分明確，故此層級表改善了其他層級表所常見之評定因素不周全，與各層級定義模糊以致不易判別之缺點。此外，本研究以三位中學國文科教師之融入教學個案檢驗本層級表之實用性，初步結果顯示其對於評估並引導教師逐步提升其融入教學之實施為一有用之工具。

This thesis proposes a two-dimensional framework for classifying levels of integrating information technology into teaching. The main feature of this two-dimensional framework is to consider separately technology skills and instruction goals as factors. Levels of technology skills consist of non-use, use of commercial CAI, entry, implementation of original multimedia instructional materials, design of multimedia instructional contents, development of interactive CAI, and development of instructional systems. Levels of instruction goals include routine, attempt, substitute and innovation. Since each level, in technology skills or in instruction goals, is explicitly defined, this proposed framework is easy to classify a teacher to an appropriate level. It aims to improve two drawbacks of traditional approaches, incompleteness of factors considered and ambiguity of level definitions. To corroborate the framework, field tests on Chinese language teachers in middle school were taken. The results not only demonstrate the feasibility but also show the potential to become a useful tool for promoting the integrating information technology levels for teachers.

附表目錄----------------------------------------------------------------------------i
附圖目錄---------------------------------------------------------------------------ii
第一章 緒論-----------------------------------------------------------------------1
第一節 研究背景--------------------------------------------------------------------------1
第二節 研究目的--------------------------------------------------------------------------3
第三節 研究方法與步驟-----------------------------------------------------------------3
第二章 文獻探討-----------------------------------------------------------------6
第一節 資訊科技融入教學之內涵-----------------------------------------------------6
第二節 資訊融入教學之層級模式-----------------------------------------------------8
第三章 層級表實作------------------------------------------------------------22
第一節 資訊融入教學之層級表初步規畫與設計----------------------------------22
3.1.1設計概念----------------------------------------------------------------------22
3.1.2資訊融入教學初步架構----------------------------------------------------25
第二節 層級表檢測-個案研究---------------------------------------------------------30
3.2.1個案研究實施流程----------------------------------------------------------31
3.2.2 A教師資訊融入教學層級提昇之個案研究----------------------------32
3.2.3 B教師資訊融入教學層級提昇之個案研究----------------------------41
3.2.4 C教師資訊融入教學層級提昇之個案研究----------------------------45
3.2.5 結果與發現------------------------------------------------------------------46
第三節 層級表修正----------------------------------------------------------------------47
第四節 修正版層級表之檢測----------------------------------------------------------52
3.4.1 A教師資訊融入教學修正版層級提升之個案研究-------------------52
3.4.2 B教師資訊融入教學修正版層級提升之個案研究-------------------55
3.4.3 C教師資訊融入教學修正版層級提升之個案研究-------------------56
3.4.4 結果與分析------------------------------------------------------------------60
第四章 層級表評估與其他發現---------------------------------------------69
第一節 修正版層級表解析及使用說明----------------------------------------------69
第二節 修正版層級表與其他層級表之比較----------------------------------------78
第五章 結論與展望------------------------------------------------------------83
第一節 結論-------------------------------------------------------------------------------83
第二節 未來展望-------------------------------------------------------------------------83
參考文獻--------------------------------------------------------------------------85

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