桃園縣國民中學教師知識管理與教學創新關係之研究

A Study on Relationship between Teachers’ Knowledge Management and Teaching Innovation of the Junior High Schools in Taoyuan County

邱毓玲(Yu-Ling Chiu)

指導教授 ： 黃坤錦

中原大學/人文與教育學院/教育研究所/碩士(2011年)

https://doi.org/10.6840/cycu201100291

摘要

摘 要
本研究旨在瞭解國中教師知識管理與教學創新的現況，並分析不同背景之教師知識管理與教學創新的差異情形，最後探討教師知識管理與教學創新之相關情形。
本研究採問卷調查法，採隨機抽取方式，抽取桃園縣39所國中與605位合格國中教師，以「國中教師知識管理問卷」以及「國中教師教學創新問卷」為研究工具實施調查研究。回收問卷共582份，有效問卷共578份，有效率為95.53%。問卷資料以敘述性統計、t 考驗、單因子變異數分析、Pearson 積差相關、典型相關以及多元迴歸分析等統計方法，進行分析與處理。本研究獲得之結論如下：
一、桃園縣國中教師知識管理現況屬中上程度，其中以「知識應用」表現最佳。
二、桃園縣國中教師教學創新現況屬中上程度，其中以「教育理念與思維」表現最佳。
三、不同教育程度之桃園縣國中教師在整體知識管理上達顯著差異，而不同性別、年齡以及職務之桃園縣國中教師在知識管理層面上達顯著差異。
四、不同服務年資之桃園縣國中教師在整體教學創新達顯著差異，而不同職務之桃園縣國中教師在教學創新層面上達顯著差異。
五、桃園縣國中教師知識管理與教師教學創新具高度正相關。
六、桃園縣國中教師知識管理對教師教學創新具有預測力。
最後，依據研究結果提出具體建議，裨供教育行政機關、師資培育機構、學校、教師，以及後續研究者作為參考。

關鍵字

知識管理 ； 教學創新

並列摘要

Abstract
The purpose of this study is to explore the current situation of junior high school teachers’ knowledge management and teaching innovation, the differences from various personal background and school environment variables, and most importantly, the relation among them.
The methodology of this study is mainly a questionnaire survey. The questionnaires were constructed by two subscales: teachers’ knowledge management and teaching innovation. The questionnaires were sent to 605 teachers in 39 different schools. There were totally 582 questionnaires collected and 578 valid questionnaires collected. The valid respondent rate was 95.53%. The major findings are as the followings:
1. The junior high school teachers sored over average on teachers’ knowledge management. The highest scores fell in “knowledge application.”
2. The junior high school teachers sored over average on teachers’ teaching innovation. The highest scores fell in “teaching belief.”
3. The level of education of teachers plays an important role in terms of teachers’ knowledge management, and sex, age and position also play an important role in terms of the level of teachers’ knowledge management.
4. The serving years of teachers plays an important role in terms of teachers’ teaching innovation, and position also plays an important role in terms of the level of teacher’s teaching innovation.
5. There was highly positive correlations between teachers’ knowledge management and teaching innovation.
6. The teachers’ knowledge management could predict the teaching innovation.
Finally, according to the findings above, suggestions were given to the educational administrations, teacher education institutions, schools, teachers, and future reserch.

並列關鍵字

knowledge management ； teaching innovation

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