國民小學教師進行知識分享的可行策略及其障礙因素之研究－以臺南縣為例

A Study on the Feasible Strategies and the Impeditive Factors for Elementary Teachers to Share Knowledge of Elementary Schools in Tainan County, Taiwan

曾國鴻(Kuo-Hung Tseng) ； 朱耀明(Yao-Ming Chu) ； 陳榮宗(Jung-Tsung Chen) ； 羅希哲(Shi-Jer Lou) ； 盧宜屏(I-Pin Lu) ； 許祐毓(Yu-Yu Shue)

《高雄師大學報》 16期 (2004/06) Pp. 415-435

https://doi.org/10.7060/KNUJ.200406.0415

摘要

本研究旨在瞭解國民小學教師進行知識分享的可行策略及其障礙因素，並比較不同個人背景變項對其可行策略與障礙因素看法的差異情形。本研究之研究對象為服務於臺南縣的國民小學教師，研究方法採行教師訪談與問卷調查法等兩種，教師訪談的對象為四位服務於臺南縣的國小教師；問卷調查部分則以立意取樣的方式寄出750份問卷，有效問卷計669份，可用率為93.44 %，所得資料以百分比統計、 t 考驗、單因子變異數分析等統計方法進行分析，俾驗證研究假設。本研究發現國小教師進行知識分享的可行策略為參與教學協同團體、教學觀摩、交換教學檔案、進行協同教學、擔任研習會講師、知識社群、應用資訊科技、討論、聊天等；而障礙因素為不願擔任教學觀摩示範教學等工作、教學協同成長團體流於形式化、協同教學實施困難、聚會時問與場合不足、知識背景差異、自我防衛心態、資訊素養不足等。

關鍵字

知識分享 ； 可行策略 ； 障礙因素

並列摘要

The purpose of this study was to realize the feasible strategies and the impeditive factors for elementary teachers to share knowledge and compare different viewpoints about feasible strategies and the impeditive factors in the category subject’s background. The subjects were teachers drawn from elementary schools in Tainan county. The two research methods employed by this study were interviewing with teachers and questionnaires. The subjects interviewed were four teachers at elementary schools in Tainan county. A total of 750 questionnaires were mailed out in a purposive sampling way, of which 669 were completed and considered as valid questionnaires. The return rate for completed questionnaires was 93.44% Data collected through questionnaires were analyzed by percentage statistics, T-test, and one-way ANOVA to provide evidence in support of the hypothesis. The result of the research was as follows: The. feasible strategies for sharing knowledge were participating in assistant group, observing others, exchanging teaching portfolios, proceeding associated teaching, acting as a lecturer at a seminar, participating in intellectual societies, applying information technology, discussing with others, and chatting. The impeditive factors for sharing knowledge were unwillingness to act as a lecturer at a seminar, malfunction in operating teaching assistant group, difficulties in coordinating and practicing associated teaching, insufficient time and occasion for peer gathering, different knowledge backgrounds, self-defensive state of mind, as well as inadequate capacity for applying information technology.

並列關鍵字

sharing of knowledge ； feasible strategies ； impeditive factors

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