資訊融入國小英語教學現況調查之研究-以南投縣為例

The Study of the Integration of Information Technology into EFL Teaching--A Survey from Elementary School Teachers in Nantou County

羅育勝(Yu-Sheng Lo)

指導教授 ： 呂克明

亞洲大學/資訊學院/資訊工程學系碩士在職專班/碩士(2010年)

摘要

本研究之目的在於一、探討目前南投縣目前國小教師運用資訊融入英語教學的現況；二、探討影響教師運用資訊融入英語教學的因素；三、分析不同教師背景變項，其資訊融入英語教學現況與影響其運用資訊融入教學因素之差異情形。本研究以問卷調查來搜集所需資料，問卷包含：一、資訊融入教學現況調查表；二、影響資訊融入教學因素調查表；三、個人基本資料。
本研究以南投縣152所國小英語教師為研究對象，共發出241份問卷，回收有效問卷205份，回收有效率為85%。資料處理採百分比、單因子變異數分析、多變量單因子變異數分析、皮爾遜積差相關分析。
本研究主要結論如下：
一、南投縣國小英語教師具備足夠的資訊素養，對於資訊融入英語教學的成效亦持正面態度，肯定學校行政支援的協助，但仍有進步的空間。
二、教師的教學研究為影響南投縣國小英語教師資訊融入教學的主要因素。
三、研究顯示在下列七個面向有顯著差異：
‧教學準備在資訊相關學歷、近二年電腦資訊研習時數等背景變項，呈現顯著差異。
‧教學活動在性別、任教學校是否為資訊發展重點學校、教學年資等背景變項，呈現顯著差異。
‧教學研究在職務的背景變項，呈現顯著差異
‧教師資訊素養在年齡的背景變項上有顯著差異。
‧教師行政資源認知在任教學校是否為資訊發展重點學校及教學年資這二個變項有顯著差異。
‧教師設備資源認知在近二年電腦研習時數、任教學校是否是資訊發展重點學校、任教規模等變項有顯著差異。
‧教師信念與態度在年齡的背景變項有顯著差異。
根據研究結果，本研究對教育行政單位、學校、教師及後續研究方面提出具體建議，做為國小實施資訊融入英語教學的參考。

關鍵字

資訊融入 ； 英語教學 ； 國小教師

並列摘要

The purpose of this research is to investigate the integration of information technology (IT) into ESL teaching by the elementary school teachers in Nantou County, to analyze the factors that affect teachers to use IT in teaching activities, and to compare the differences among selected demographic variables on the factors which affect the integration of IT into ESL teaching. The study was conducted through questionnaire. Three types of questionnaires designed by theauthor were utilized for data collection. There are 241 with a ratio of 85% effective samples received from 205 English teachers of 152 elementary schools in Nantou County. Three ways such as percentile, One-Way ANOVA, One-Way MANOVA, Pearson’s Product-Moment correlation were computed for data analysis. The results indicated that：
1. English teachers in Nantou were found capable for integrating IT into English teaching. They also took a positive attitude toward both administrative support and the effect of IT integration, but they still got a long way to go.
2. Teaching research was the main factor affecting IT integration into English teaching .
3. Significant difference was found on the following seven aspects
‧on teaching preparation by information literacy and IT training hours in two years.
‧on gender by highly IT developed school and years of experience in teaching.
‧on teaching research by different positions.
‧on information literacy by ages.
‧on administrative support by highly IT developed school and years of experience in teaching.
‧on computer facilities by IT training hours in two years, highly IT developed school and school’s scale.
‧on teachers’ confidence and attitude by ages.
Based on the results, the study made some suggestions to administrative departments, schools, teachers, as well as future studies.

並列關鍵字

Integration of Information Technology ； EFL Teaching ； Elementary School Teachers

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