國中生活科技教師運用電腦之教學策略研究

A Study of Instructional Strategies in Computer Application by Technology Teachers in Junior High School

謝依珊(Yi-Shan Hsieh)

指導教授 ： 黃能堂

國立臺灣師範大學/科技學院/工業科技教育學系/碩士(2001年)

摘要

本研究旨在探討國中生活科技教師運用電腦進行生活科技教學時，所採用之教學策略。本研究採用問卷調查法，調查國中生活科技教師運用電腦之教學策略現況，以任教於台灣地區國中生活科技教師為研究對象，分台北市、高雄市、台灣省北區、台灣省中區、台灣省南區、台灣省東區共六區進行分層隨機抽樣，計抽出270位教師，以郵寄方式寄發問卷進行調查研究，總共回收有效問卷169份，有效問卷率達62.6%。
經資料整理及統計分析，本研究獲致之結論為：（1）國中生活科技教師具備電腦相關知能、網路使用能力，以及運用電腦於教學的能力的程度很高。（2）國中生活科技教師在運用電腦工具於教學的使用情形相當普遍。（3）國中生活科技教師在運用網路於教學方面的使用情形較不普遍。（4）國中生活科技教師電腦相關知能與運用電腦工具和網路於教學的情形有顯著的正相關。（5）國中生活科技教師網路使用的能力與運用電腦工具和網路於教學的情形有顯著的正相關。（6）國中生活科技教師教學上應用電腦的能力與運用電腦工具和網路於教學的情形有顯著的正相關。（7）國中生活科技教師運用電腦工具於教學與運用網路於教學的情形有顯著的正相關。（8）具備合格生活科技╱工藝科教師證與否、服務年資與任教生活科技節數等背景因素不影響國中生活科技教師，運用電腦進行生活科技教學所使用的教學策略之情形。（9）服務學校地區、性別、年齡、學歷、電腦研習時數等背景因素，對於國中生活科技教師，其運用電腦進行生活科技教學，所採用之教學策略有顯著差異。

關鍵字

教學策略 ； 生活科技 ； 電腦應用

並列摘要

The purpose of this study was to investigate the instructional strategies in computer application adopted by the technology teachers at junior high school level. A self-developed questionnaire was used to collect data regarding the strategies adopted by technology teachers. Teachers who teach living technology in Taiwan were the target population of the study. According to the geographic location, stratified random sampling was used to select the sample (n=270) for the study. The respondent rate was 62.6% as calculated by the effective questionnaires (n=169).
The major findings for the study were summarized as follows. （1）Junior high schools’ living technology teachers have high abilities for using computer hardware and software, computer network, and the computer application for instructional purposes . （2）Junior high schools’ living technology teachers frequently use computer for instructional purposes. （3）Only a small portion of the Junior high school technology teacher frequently use computer network in their daily instruction. （4）There was a significant correlation between the basic computer knowledge and the instructional strategies selected in computer application. （5）There was a significant correlation between the computer networking ability and the instructional strategies selected in computer application. （6）There was a significant correlation between the ability of using computer for instructional purposes and the instructional strategies in computer application. （7）There was a significant correlation between using computer as tools and using computer networks for instructional purposes. （8）Certified technology/industrial arts teachers, teaching experience, and the teaching hours per week were not significant factors in relation to the application of computer for instructional purposes. （9）School location, gender, age, educational background, and in-service education on computer application did not affect the teacher’s perception on the application of computer for instructional purposes.

並列關鍵字

instructional strategy ； living technology ； computer application