以科技接受模式探討國小藝術才能專長線上教學實施之現況－以舞蹈班為例

2019年起COVID-19的疫情快速擴散，導致世界各國之學校教育工作均受到影響，多數國家在疫情嚴峻期間，紛紛停止實體教學以遏止疫情惡化。在疫情間「停課不停學」（Leaning Never Stops）的政策下，線上教學成為遠距學習的主要途徑。然而，綜觀線上教學的相關研究，多數研究聚焦於語文、數學、自然等主科的學習，針對動態的舞蹈課程之研究則相對較少。有鑑於此，本研究以科技接受模式為理論基礎，進行「國小藝術才能舞蹈班舞蹈教師從事線上舞蹈教學接受度」之研究調查，藉此探討國小舞蹈教師從事線上舞蹈教學在教師電腦自我效能、認知有用性、認知易用性、使用態度、使用意願五個構面的程度與構面間的影響。本研究歸納出研究結論與建議如後：（1）教師具有從事同步式與非同步式的線上舞蹈教學經驗，其中以使用Google Meet進行同步式線上教學居多。（2）教師認為「呈現主要課程內容」是線上教學軟體在舞蹈課程中扮演的主要角色。（3）教師從事線上舞蹈教學在「電腦自我效能」其同意程度高，在「認知有用性」、「認知易用性」兩者同意程度偏低。（4）教師對於從事線上舞蹈教學的「使用態度」與其「認知有用性」及「認知易用性」具顯著正相關。（5）對教師的建議：積極參與有關線上教學之進修活動。（6）對教育行政機關的建議：成立舞蹈教師教學社群以及辦理相關課程活動。

關鍵字

國小藝術才能舞蹈班；科技接受模式；線上舞蹈教學

並列摘要

Since 2019, the rapid spread of the COVID-19 epidemic has affected school education around the world. Most countries have cancelled physical classes to stop the epidemic. Under the policy of Learning Never Stops, online instruction has become the main solution of distance learning. However, most of the research related to online instruction focuses on learning the major subjects such as Chinese, mathematics, and nature. The research focuses on dynamic dance courses is relatively lacking. Thus, this study applies the Technology Acceptance Model as methodology, conducts a survey of ＂The acceptance level of online dance instruction by dance instructors of elementary school's artistically dance talented classes＂, aims to explore the attitude and the impact of the dance instructor using online dance instruction. The study focuses on exploring the degree and the dimensions of Computer self-efficacy, perceived usefulness, perceived ease of use, attitude toward using, and behavioral intention to use. The purpose of this study is to understand the current situation and difficulties of online dance classes in elementary schools. The findings and implications of this study include the following: (1) Teachers had both experience of synchronous instruction and asynchronous instruction in online dance classes, and the highest percentage of Google Meet on the synchronous instruction. (2) Teachers believe that ＂presenting the main course content＂ is the main role of online educational software in online dance classes. (3) Teachers in online dance classes had the highest agreement of ＂computer self-efficacy＂, the degree of ＂perceived use fullness＂ and ＂perceived ease of use＂. (4) Teachers that ＂perceived usefulness＂ and ＂perceived ease of use＂ have significant and positive effects on ＂attitude toward using＂ in online dance classes. (5) The implications of teachers: Actively participate in the training activities of online teaching. (6) The implications of educational administration: Establish a dance teacher teaching community and manage related course activities.

並列關鍵字

artistically dance talented classes in elementary school ； technology acceptance model ； online dance instruction

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