本研究之目的期能透過分析不同背景變項之國小在職數理教師的自我調整學習能力(SRL)與其科技學科教學知識(TPACK)素養之差異性,並探討教師的自我調整學習與TPACK素養之關連性,進一步分析其影響教師TPACK發展的因素。 本研究以自我調整學習能力與TPACK理論之文獻及國內外相關實徵研究結果為基礎,據以編製問卷,並對桃園市國小在職數理教師進行調查。在「自我調整學習問卷」與「教師運用教學科技之TPACK素養問卷」中,經過因素分析可以得知兩個量表皆具有良好的效度,Cronbach’s α信度係數分別為為.990及.988,具良好的內部一致性。根據問卷所得之量化資料進行描述性統計、獨立樣本t考驗、單因子變異數分析及皮爾森績差相關等統計分析,最後綜合文獻探討與研究結果獲致下列研究結果: 一、不同性別的國小在職數理教師在自我調整學習能力有顯著差異,且女教師表現較佳。 二、不同服務年資與不同教育程度的國小在職數理教師在自我調整學習能力上無顯著差異。 三、不同背景變項的國小在職數理教師在TPACK素養上,無顯著差異。 四、國小在職數理教師在自我調整學習能力與TPACK素養有正相關性。 本研究依據上述研究結果提出建議,供學校單位、國小數理教師以及未來研究之參考。
The purpose of this study aims to investigate if there is a significant difference of in-service primary math and science teachers’ Self-Regulated Learning and TPACK literacy on the extent of various background variables. And find the relationship among SRL and TPACK literacy, further analys of the factors which influence the development of teachers’ TPACK. Based on SRL and TPACK theory and results of related literatures, data were collected through the use of the questionnaire, conducted among in-service math and science teachers in elementary school in Taoyuan City. Descriptive statistics, t-test, and one-way AVONA were used to analyze quantified data and assess statistical significance between factors. The result of the study indicated that: 1.Gender of teaching of elementary school teachers significantly affected their SRL, whereas years and educational level have no significant influence on it (teacher’s SRL). 2.Various background variables have no significant influence on teachers’ TPACK literacy. 3.The correlation between teachers’ SRL and TPACK is statistically significant. The result of the study will be offered to researchers as a reference.