教師多媒體資訊科技能力培養之調查－以南台灣技職教師為例

A Study of the Teacher's Ability in Information Technology-Take Vocational Teachers in Southern Taiwan as an Example

徐珮清(Pei-Qing Xu) ； 郭原昌(Yuan-Chang Guo)

《美容科技學刊》 4卷2期 (2007/09) Pp. 113-122

https://doi.org/10.30001/JIES.200709.0012

摘要

近年來教育部為配合國家政策及全球化資訊時代，明文訂定教師終身學習進修辦法，以俾利教師具有教育科技與資訊化之素養。本研究旨在針對教育部之終身學習政策，探討技職教師資訊科技能力學習之成效。研究方法主要利用問卷進行教師資訊科技能力學習之調查。受訪者以南台灣技職教師為對象，問卷內容主要分為四個項目：一、教師對資訊科技的掌握和運用情況、二、資訊科技在課堂教學中的主要用途、三、教師使用資訊科技的主要動機、四、各類教學模式的應用情形等。其中，對科技的掌握和應用情況分別設定為「運用熟練」、「基本熟練」和「不會使用」三個選項。調查結果顯示：（一）課堂中能利用多媒體播放教材教學者佔90.2%，能利用網際網路搜索相關教學資源和媒體佔42.4%，能利用多媒體作為輔助學生學習認知工具或效能工具者佔15.5%；用於展示教學範例或學生作業範例佔34.4%，用於支持學生間的合作探究學習佔22.8%，用於學生自我測試或評量的佔7.5%，其他用於支持學生學習功能者則相對較低。（二）教師應用資訊融入教學之原因，增加學生學習興趣者佔82.4%,提供直觀、具體、擬真的視聽教學效果者佔74.2%，提高學生技術能力，培養學生資訊科技素養者佔63.2%。

關鍵字

職業學校 ； 多媒體資訊科技 ； 在職進修

並列摘要

In response of the global information age and carrying out national policies, the Ministry of Education in Taiwan enacts the lifelong learning law to encourage teachers to improve their abilities in information technologies. The purpose of the study is trying to find out the outcomes of vocational teacher's ability in information technology after taking related classes. The research method used in this study is questionnaire and subjects are vocational high school teachers in southern Taiwan. Surveys are divided into four parts: 1. how familiar is a teacher with informational technologies? 2. What is the purpose of using information technologies in class? 3. What is the reason of using technology? 4. What is the main teaching style that uses in class? In the first part of the survey, 3 scales are divided from 1 to 3, one is rare, two is usual, and 3 is very often. The results show that, firstly, 90.2% of teachers use multimedia devices to display teaching contents in class; 42.4% of teachers know how to search information on the Internet; 15.5% of teachers use multimedia as an assistant tool in class; 34.4% of teachers display student's home workor examples by multimedia tools; and only 22.8% are used in cooperating learning, and 7.5% are in test. The rest of purposes are very low percentage. Secondly, 82.4% of the reason that a teacher uses multimedia tools is to increase the student's interests, 74.2% of the reason is to provide direct and concrete examples, and 63.2% is for enhancing student's abilities in information technologies.

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