國中老師實施緊急同步遠距教學教育訓練之現況與需求調查

The Current Situation and Training Needs Assessment of Emergency Synchronous Remote Teaching for Junior High School Teachers

吳卓學(Wu, Chuo-Hsueh) ； 徐新逸(Shyu, Hsin-Yih)

《教育傳播與科技研究》 129期 (2022/08) Pp. 1-21

https://doi.org/10.6137/RECT.202208_(129).0001

摘要

本研究的目的為探討國中老師對於緊急同步遠距教學的需求，進而協助設計相對應的教育訓練。利用問卷調查及半結構式訪談，研究對象來自不同縣市中曾接受遠距教育的宣導、研習或實施的31所國中，共255位國中老師。另有七位訪談對象為已經具有模擬或實際操作遠距教學經驗的老師。研究結果如下：一、2019年12月起全球疫情爆發，許多國家漸漸開始停課，臺灣在2021年5月沒有停課以前，樣本中只有15.5%的老師嘗試緊急遠距教學。當疫情導致全國停課時，則有高達88.3%的老師開始進行緊急遠距教學。國中老師對於參加緊急遠距教學訓練或相關研習的意願也有大幅的提升，從停課前的74.5%提升到停課後的92.6%，有九成以上的老師認為自己還需要加強緊急遠距教學的能力，顯示國中教師對緊急遠距教學訓練的需求量非常大。二、老師對於利用同步方式進行緊急遠距教學有高度需求，在停課後及真實實施遠距教學後，皆已體會到接受同步課程教育訓練的重要性。三、老師對於緊急同步遠距教學技巧有高度需求，其中最需要的教學技巧為：「如何呈現同步課程的教材」，及「如何在同步課程進行學生評量」；此外，需求度高於平均值的教學技巧依序為：「如何在同步課程維持學生的學習動機」、「同步課程互動技巧」、「如何設計同步課程教材」，及「利用視訊進行同步課程」。此外，基於調查與訪談研究結果，本研究提出一份「教師專業發展研習：緊急同步遠距教學之實踐知能」的主題建議。後疫情時代改變學校教學的方式，本研究結果提供針對國中老師因應改變實施緊急同步遠距教學專業發展之參考。

關鍵字

後疫情時代教學 ； 教師專業發展 ； 緊急同步遠距教學

並列摘要

At the end of 2019, coronavirus disease-2019 (COVID-19) transformed education worldwide. Several countries shifted from in-person classes to emergency remote teaching as a temporary solution. This study evaluates the training needs of emergency synchronous remote teaching for developing teacher training programs. We conducted questionnaire surveys and semi-structured interviews to gather data on the needs of junior high school teachers in emergency synchronous remote teaching training programs and teachers' opinions on remote teaching. In total, 255 junior high school teachers participated. We conducted our survey at 31 junior high schools that ran workshops for distance teaching or practiced emergency remote teaching. The interviewees were 7 teachers who had tried or simulated remote teaching. We found that 1. during the 2020 COVID-19 outbreak, Taiwan did not have large-scale school closures until May 2021 due to pandemic measures, and only 15.5% of teachers practiced emergency remote teaching. However, after May 2021, Taiwan began nationwide school closures, which resulted in Taiwan's current practice of emergency remote teaching. Consequently, 88.3% of teachers now conduct emergency remote teaching. 2. Most teachers agreed to implement training program of emergency remote teaching. Moreover, the need to implement training for synchronous emergency remote teaching has increased considerably after schools closed. In fact, teachers were required to adapt fast to emergency synchronous remote teaching. 3. Teachers have strong need for learning emergency synchronous remote teaching skills. The result shows the greatest needs of the skills are assessing students' learning and presenting synchronous materials. In addition, the needs of maintaining students' motivation, interacting with students, designing course curriculums, and teaching through webcam are also above average. Based on the results of survey and interview, this study suggests a list of literacy and skills for teacher professional development. Two years after the COVID-19 outbreak, teaching methods have changed. This study serves as a professional development reference for teachers in secondary schools for emergency synchronous distance teaching.

並列關鍵字

post-epidemic instruction ； teacher professional development ； emergency synchronous distance education

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