國民小學教師資訊素養與教學效能關係之研究－以臺中市為例

The Study on Teachers’ Information Literacy and Teaching Effectiveness of Elementary Schools in Taichung City

邱忠賢(Chung-Hsien Chiu)

指導教授 ： 胡夢鯨

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2015年)

摘要

中文摘要
本研究旨在了解國民小學教師資訊素養與教學效能的關係，主要探討不同背景變項、環境變項之國民小學教師，在資訊素養與教學效能的差異情形。
本研究採問卷調查法，以臺中市的國民小學教師為研究對象，抽樣565位教師。採用「基本資料調查表」、「資訊素養量表」、「教學效能量表」為研究工具。調查所得結果以算術平均數、標準差、單因子多變項變異數分析、積差相關及多元迴歸等統計方法進行分析，研究結果如下：
壹、國民小學教師資訊素養與教學效能現況屬於中上程度。
貳、不同背景、環境變項的國民小學教師資訊素養有不同的差異情形。
一、性別在資訊素養有顯著的差異存在，男性教師在資訊知能、資訊操作、資訊應用
層面上高於女性教師。
二、年齡在資訊素養上有顯著的差異存在。30歲以下教師在資訊整合高於其他年齡之
教師；31-40歲之教師，在資訊知能、資訊操作、資訊應用三個層面上，顯著高
於41-50歲的教師。
三、學歷在資訊素養上有顯著差異存在。研究所以上之教師在資訊操作、資訊應用、
資訊整合、資訊倫理上得分最高。
四、教學年資在資訊素上有顯著的差異存在。教學年資10年以下之教師在資訊整合層
面上得分高於其他之教師。
五、不同職務在資訊素養整體上有顯著差異存在。教師兼行政人員在資訊認知、資訊
操作、資訊應用、資訊整合、資訊倫理高於科任、級任教師；科任教師得分最低。
六、學校規模在資訊素養整體上未有顯著的差異存在。
七、學校位置在資訊素養整體上有顯著差異存在，資訊知能、資訊操作、資訊應用上
的達顯著差異。
參、不同背景、環境變項的國民小學教師教學效能有不同的差異情形。
一、性別在教學效能上有顯著的差異存在。在教學規畫、教學策略、教學評鑑層面
上的教學效能上，女生高於男生。
二、年齡在教學效能整體上有顯著差異存在，30歲以下國小教師得分最高。
三、學歷、教學年資在整體教學效能上未有顯著差異。
四、不同職務在教學效能上有顯著差異存在。科任教師在教學氣氛層面上得分最低。
五、學校規模在教師教學效能整體上有顯著差異。此種差異是由教學氣氛層面上的差
異所造成的。
六、學校位置在教學效能上有顯著差異存在。市區國小教師得分最高。
肆、教師資訊素養與教學效能間有顯著正相關。
伍、國小教師資訊素養對國小教師教學效能具有解釋力。
基於以上研究結果，本研究針對教育行政單位與未來研究提出建議，以作為教育與研究之參考。

關鍵詞：臺中市、國民小學教師、資訊素養、教學效能、學校規模

關鍵字

教學效能 ； 資訊素養 ； 國民小學教師 ； 臺中市 ； 學校規模

並列摘要

ABSTRACT
This research explored Teachers’ information literacy and teaching effectiveness, further analyzed their correlation among elementary school teachers by their different backgrounds and the environmental factors.
565 elementary teachers in Taichung City were surveyed by answering three questionnaires, which are “Teachers’ Profiles”, “The Measurements of Teachers’ Information Literacy” and “The Measurements of Teachers’ Teaching Effectiveness” edited and given by the author, by which the data of the teachers’ profiles and the results of the measurements of their information literacy and teaching effectiveness were collected and led into the average and standard deviation. Moreover, the collected data were analyzed by one –way variance analysis, Scheffé multiple comparison, Pearson product-moment correlation method and the multiple regression analysis.
The findings are as follows :
1. The elementary school teachers achieve the upper-intermediate level of information literacy and teaching efficiency.
2. The different backgrounds of the teachers and the environmental factors cause significant differences on information literacy. Gender, age, education degree, teaching experience, the tasks assigned by the school, school scale and school location have significant effects on information knowledge, information operation, information application, and information integration, and information morality.
2.1 Male teachers are better than female teachers on information knowledge, information operation and information application.
2.2 Teachers aged under 30 show the best performance on information literacy. Teachers aged from 31 to 40 are better than those aged from 41 to 50 on information knowledge, information operation and information application.
2.3 Teachers with a master’s degree have the highest scores on information operation, information application, information integration and information morality.
2.4 Teachers working for less than 10 years have the highest scores on information integration.
2.5 Teachers in charge of administrative work have higher scores of information literacy than homeroom teachers and subject teachers.
2.6 The factor of school scale does not make a significant difference on information literacy.
2.7 The factor of school location makes a significant difference on information intelligence, information operation and information application.
3. Different backgrounds of the teachers and the environment factors have brought about significant differences on teaching effectiveness. Gender, age, education degree, teaching experience, tasks assigned by the school, school scale and school location have caused significant effects on teaching planning, teaching strategy, teaching evaluation, teaching atmosphere and teaching research.
3.1 Female teachers are better than male teachers on teaching planning, teaching strategy and teaching evaluation.
3.2 The age of teachers has significant effects on teaching effectiveness. Teachers aged under 30 get the highest scores.
3.3 Teachers’ education degree and their teaching experience have no significant difference on teaching effectiveness.
3.4 Administrative teachers, homeroom teachers and subject teachers have significant differences on teaching effectiveness. In terms of the teaching atmosphere, subject teachers scored the lowest.
3.5 The factor of school scale has significant effect on teaching atmosphere.
3.6 The factor of school location indicates significant differences on teaching effectiveness. Teachers in the urban area got highest scores.
4. The correlation between information literacy and teaching effectiveness is positive and significant.
5. Teachers’ teaching effectiveness can be explained by their information literacy.
These results can be used as reference for education administrative, school principals, and future researches.

Keywords：Taichung City；Elementary teacher；Teacher’s information literacy；Teaching effectiveness；School scale

並列關鍵字

Teacher’s information literacy ； Elementary teacher ； Taichung City ； Teaching effectiveness ； School scale

參考文獻

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