探討影響國小教師使用國語電子教科書輔助教學之因素：以台中市為例

本研究旨在探討影響國小教師使用國語電子教科書輔助教學之因素，以台中市國小正式教師為研究對象，使用問卷調查法，依照學校規模採取分層隨機抽樣，最終回收樣本數為367份。本研究結論為：一、台中市國小教師使用國語電子教科書的行為　　有七成的教師使用過智慧教室，有八成的教師具有使用電子教科書三年以上的經驗，且每週使用國語電子教科書1~5次的教師達七成，每節課使用國語電子教科書的時間10分鐘以上的教師也有將近七成，每節課使用時間佔每節課40分鐘的三分之一以上。在搭配國語電子教科書使用的教學方法中，最常使用的是講述教學法。二、績效期望、努力期望與社會影響對使用國語電子教科書的行為意圖之影響　　教師使用國語電子教科書的績效期望、努力期望與社會影響對其使用國語電子教科書的行為意圖具有顯著影響。三、促成條件與行為意圖對使用國語電子教科書的行為之影響　　行為意圖對使用國語電子教科書的行為並無顯著影響，而促成條件僅有對每週使用國語電子教科書的次數有顯著影響。四、不同背景變項之教師對使用國語電子教科書各構面與行為意圖之差異　　性別與曾經使用過智慧教室的與否，並沒有顯著差異；不同的年齡、教學年資、任教年段與使用電子教科書之經驗對績效期望有顯著差異；不同的教學年資對促成條件有顯著差異；不同的年齡、教學年資與使用電子教科書之經驗對行為意圖有顯著差異。

關鍵字

電子教科書；國語；整合型科技接受模式

並列摘要

This study used a questionnaire survey to explore the factors that affect elementary school teachers' use of Mandarin electronic textbooks to assist teaching. This study took the formal teachers of Taichung City Elementary School as the research object, and stratified random sampling is adopted according to the size of the school, and the final number of samples which were collected is 367. The conclusions of this study are: 1.There are 70% of the teachers used smart classroom, and 80% of the teachers have more than three years of experience in using electronic textbooks, and 70% of the teachers use the Mandarin electronic textbooks 1 to 5 times a week. The percentage of teachers who use the Mandarin electronic textbooks for each class with more than 10 minutes is also nearly 70%, and the teachers spent more than one third of the 40 minutes in each class on the Mandarin electronic textbooks. Among the teaching methods which used with the Mandarin electronic textbooks, the most commonly used is didactic instruction. 2.Teachers' performance expectancy, effort expectancy and social influence have a significant impact on their behavioral intentions in using Mandarin electronic textbooks. 3.Behavioral intentions have no significant effect on the use of Mandarin electronic textbooks, and the facilitating conditions have a significant impact on the times of using Mandarin electronic textbooks every week. 4.There is no significant difference between gender and whether you have ever used a smart classroom. There are significant differences in performance expectancy due to different ages, years of teaching, grades of teaching, and experience in using electronic textbooks. There are significant differences in the facilitating conditions owing to different years of teaching. There are significant differences in the behavioral intentions because of different ages, years of teaching, and experience in using electronic textbooks.