本研究旨在探討桃園市國中學生知覺教師資訊科技融入教學、教師正向態度與學生學習適應之現況,分析不同背景變項之差異及相關情形,並探討三者因果徑路關係及國中學生知覺教師正向態度的中介效果。本研究採問卷調查法,以106學年度就讀桃園市60所公立國中之七、八、九年級學生作為研究母群體,,採用「分層比例便利抽樣」與「隨機叢集抽樣」方式抽取800位學生為研究樣本,得有效問卷747份,以「國中學生知覺教師資訊科技融入教學、教師正向態度與學生學習適應問卷」為研究工具實施調查。資料處理以描述性統計、平均數差異檢定、單因子變異數分析、皮爾遜積差相關與SEM結構方程模式等統計方法進行資料分析。本研究結果歸納如下: 一、桃園市國中學生知覺教師資訊科技融入教學現況呈「中低」程度,國中學生知覺教師正向態度現況呈「中高」程度,學習適應現況呈「中高」程度表現。 二、不同背景變項(性別、年級、每日使用資訊科技時間、學校規模)的國中學生知覺教師資訊科技融入教學、教師正向態度與學生學習適應之知覺有所不同。 三、國中學生知覺教師資訊科技融入教學與教師正向態度,國中學生知覺教師正向態度與學生學習適應、國中學生知覺教師資訊科技融入教學與學生學習適應,三者均呈現中度正相關。 四、國中學生知覺教師資訊科技融入教學、教師正向態度與學生學習適應三者間具有因果關係,而「國中學生知覺教師正向態度」對「國中學生知覺教師資訊科技融入教學」與「學生學習適應」具有中介效果。
Abstract This study was aimed to explore the current situation, different background variables, correlations, and intermediary effect among junior high school students perceive teachers' information technology integration teaching, teachers' positive attitude and student’s learning adjustment in Taoyuan city. The method was the questionnaire survey. The approach in this study adopted questionnaires and used stratified ratio convenience sampling and random cluster sampling to investigate 747 samples that were from 60 junior high schools. Collected data are analyzed by the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation and SEM. The results can be concluded as follows: 1.The junior high school students in Taoyuan city perceive the teacher's information technology integration teaching status as "low to medium";junior high school students perceive the positive attitude of teachers to be "medium-high";the students' learning adaptation is "higher and medium". 2.The junior high schools students with different background variables have significantly different perception in the teacher's information technology integration teaching, teacher's positive attitude and students' learning adaptation in Taoyuan city. 3.Students perceive teacher's information technology integration into teaching perception, teacher's positive attitude and learning adaptation exhibiting moderate positive correlation. 4.“Teacher's positive attitude” is a moderate variable between teacher's information technology integration teaching and learning adaptation. Keywords: information technology integration teaching, learning adaptation, positive attitude
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