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    Title: 資訊科技融入教學對於國小英語教師教學及效能感之影響-以高雄市為例
    The Impact of Integrating Information Technology into Teaching on Elementary School English Teachers’ Teaching and Efficacy : Taking Kaohsiung City as an Example
    Authors: 向怡潔
    Hsiang, I Chieh
    Contributors: 林巧敏
    向怡潔
    Hsiang, I Chieh
    Keywords: 資訊科技融入教學
    教師效能感
    國小英語教師
    IT Integration
    Teacher Efficacy
    Elementary English Teachers
    Date: 2025
    Issue Date: 2025-07-01 14:26:12 (UTC+8)
    Abstract: 本研究旨在探討資訊科技融入教學對高雄市國小英語教師教學情形及其效能感之影響,研究方法以問卷調查法為主、半結構訪談法為輔,問卷對象為113學年度任教於高雄市公立國小之英語教師,回收有效問卷計205份,並選取12位教師進行訪談。基於既有文獻與量表,設計「高雄市國小英語教師資訊科技融入教學現況與效能感調查問卷」,並採用敘述性統計、獨立樣本 t 檢定、單因子變異數分析及皮爾森積差相關等統計方法,對蒐得之資料進行綜合分析。
    研究結果顯示:一、高雄市國小英語教師整體資訊科技融入教學程度屬中上程度,尤以「教師資訊能力」層面表現最佳;二、教師整體效能感亦屬中上程度,五個層面中以「班級經營」得分最高;三、不同最近一年資訊研習時數對資訊科技融入教學與教師效能感皆有達到顯著差異;不同性別、教學年資、最高學歷、教學職務、學校規模等背景變項則無顯著差異;四、高雄市國小英語教師在教學中融入資訊科技的程度與其效能感呈現顯著正向相關,尤以「班級經營」與「教師信念態度」相關性最高。五、將資訊科技融入教學,不僅能增進教師之效能感與學生之學習動機,亦能有效改善雙峰現象,惟受限於時間、教師意願與行政支持不足。
    研究建議包括:一、教育主管機關應持續提供教師資訊科技設備與研習資源;二、學校應建立支持性行政機制促進資訊科技融入,並鼓勵教師透過專業社群與教學實踐強化自我效能感,以提升整體英語教學成效與學生學習動機;三、英語教師應挑選適當的資訊科技工具,從小規模應用起步,逐步增強自身的數位教學能力,並將其融入課堂教學中。四、未來研究可擴展至不同縣市與學科層級之教師,研究方法可加入觀察法與行動研究法,以及研究變項可納入更多層面的背景變項。
    This study examines the impact of integrating information technology (IT) into teaching on the teacher’s teaching and efficacy of elementary school English teachers in Kaohsiung City. A questionnaire survey, supplemented by semi-structured interviews, was conducted, collecting 205 valid responses from public school English teachers in the 2024 academic year and interviewing 12 teachers. The research instrument, based on existing literature, was analyzed using descriptive statistics, t-tests, ANOVA, and Pearson’s correlation.
    Results indicate: (a) IT integration is above average, with “teacher IT competence” rated highest. (b) Teachers’ efficacy is above average, with “classroom management” scoring highest. (c) Recent IT training hours significantly affect IT integration and efficacy, unlike gender, teaching experience, education, role, or school size. (d) A positive correlation exists between IT integration and efficacy, particularly in “classroom management” and “teacher beliefs.” (e) IT integration enhances efficacy and student motivation but is hindered by time, teacher willingness, and limited administrative support.
    Recommendations include: (a) Providing sustained IT resources and training. (b) Establishing administrative support to foster IT integration and teacher collaboration. (c) Encouraging teachers to gradually adopt IT tools to build digital teaching skills. (d) Expanding future research to other regions and subjects, incorporating observation and action research.
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    Description: 碩士
    國立政治大學
    圖書資訊學數位碩士在職專班
    112913002
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0112913002
    Data Type: thesis
    Appears in Collections:[圖書資訊學數位碩士在職專班] 學位論文

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