國中資源班教師運用電腦融入教學必備能力之研究

陳慶洋(Chin-Yang Chen)

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資源班教師對於運用電腦融入教學必備能力的看法，以任教於台灣地區國中資源班合格特教教師為研究對象，分台北市、高雄市、北區、中區、南區共五區進行分層隨機抽樣，計抽出230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162份，有效問卷率達70.4%。經資料整理及統計分析，本研究獲致的結論如下：
國中資源班教師認為運用電腦融入教學必備能力共有36項，15項為優先必備，另21項為必備。經由平均數排序後發現，資源班教師認為「能利用電腦撰寫個別化教育計畫(IEP)」是電腦融入教學必備能力的項目中，必備程度最高者。以電腦相關能力的類別而言，資源班教師認為網路方面的能力是必備程度較高的能力。而電腦的使用頻率也是影響資源班教師看法差異的重要因素，資源班教師認為使用頻率較高的能力其必備程度也相對較高。
不同背景(年齡、專業教育背景、運用電腦融入教學經驗等)的國中資源班教師對於一般電腦必備能力的看法有顯著差異。不同背景(年齡、資源班服務年資、專業教育背景、參加科技輔具之課程或研習經驗、參加電腦融入教學之課程或研習經驗、運用電腦融入教學經驗等)的國中資源班教師對於電腦融入教學必備能力的看法有顯著差異。其中年齡是造成資源班教師看法上有差異的主要因素，且30歲以下教師在必備程度的看法上高於30歲以上教師。
最後，根據本研究結論，對國中資源班教師、教育主管機關及後續研究提出建議。

關鍵字

國中資源班 ； 電腦融入教學 ； 電腦能力 ； 資訊能力 ； 資訊素養 ； HASH(0xaa514b0) ； HASH(0xaa51528)

並列摘要

The purpose of this study was to investigate the essential competences for the infusion of computer into junior high school resource class instructions from the perspectives of resource classroom teachers. Certified special needs teachers in Taiwan were the target population of the study. According to the geographic location, stratified random sampling was used to select the sample (n=230) for the study. A self-developed questionnaire was mailed to the samples. The respondent rate was 70.4% as calculated by the effective questionnaires (n=162). Statistical methods such as descriptive statistics, t-test, ANOVA and Kruskal-Wallis procedures were used to describe and analyze the data. The major findings for the study were summarized as follows.
Thirty-six competences were rated as the essential competences for the infusion of computer into junior high school resource class instructions. Among the 36 items, fifteen of them were rated as the most essential items if the mean value of an item is significant higher than the cutoff value of 3.50, and the other twenty-one were essential items tested by a thread hold of 2.50. After the mean value of competences have been analyzed, it was found that special needs teachers considered ”Be able to utilize computer to design Individual Education Plan (IEP)” was the first prioritized competence for the resource classroom teachers to posses. As classified by the area of computer application, networking related knowledge and skills was rated as the most essential competence for the teachers to obtain. Further, the frequency of using each computer competence was also an important factor affecting teachers’ rating behaviors. The more frequent using items were rated as the higher essential competences.
Whereas ages, educational background, and teaching experiences were significant factors affecting the resource classroom teachers on their rating behaviors. Suggestions were made to the correspondent authorities for the further improvement of the resource class instructions at the secondary school level.

並列關鍵字

resource room ； resource class ； infusion of computer into instructions ； computer competences ； information competencies ； information literacy ； educational technology

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