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題名:網路教學歷程檔案模組發展及實施成效之研究
作者:林金池
作者(外文):Chin-Chih Lin
校院名稱:國立高雄師範大學
系所名稱:工業科技教育學系
指導教授:林建仲
學位類別:博士
出版日期:2011
主題關鍵詞:知識管理教學歷程檔案教師專業發展模組系統SharePoint Serverknowledge managementteaching portfolioprofessional developmentmodules systemSharePoint Server
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本研究的主要目的在於發展一個以知識管理理論為基礎的網路教學歷程檔案模組系統,並據以建構一個網路教學歷程檔案模組系統平台,最後評估網路教學歷程檔案模組系統平台的實施成效。
研究採用文獻探討、系統開發、及問卷調查等方法進行。文獻部分主要針對知識管理、教學歷程檔案、教師專業發展、及知識管理平台進行探討,接著利用專業知識管理軟體SharePoint 2007進行網路教學歷程檔案模組系統開發及八週的教學實驗,最後以編製的量表,對參與平台評估的教師與學生收集系統平台的使用後意見。
問卷樣本教師的部分總共發出33份問卷,回收33份,有效問卷共計33份,回收率100%。學生的部分總共發出479份問卷,回收問卷403份,有效問卷共計403份,回收率達84.13%。回收問卷資料以t考驗、單因子變異數分析、皮爾遜積差相關分析、多元迴歸、及徑路分析等統計方法進行資料處理與分析。
本研究最後得到九項發現:(一)、教師在使用過網路教學歷程檔案模組系統平台後,知識管理能力有顯著提升。(二)、大多數不同背景變項教師在使用過網路教學歷程檔案模組系統平台後,知識管理能力的提升沒有顯著差異,除了有過知識管理應用經驗的教師以外。(三)、普遍教師認為在使用過網路教學歷程檔案模組系統平台後,對教師專業知能有顯著提升。(四)、大多數不同背景變項教師在使用過網路教學歷程檔案模組系統平台後,教師專業知能提升沒有顯著差異,除了不同性別教師及知識管理應用經驗的教師以外。(五)、教師對網路教學歷程檔案模組功能的滿意程度提高,會間接對知識管理能力、及教學專業知能,產生正向影響。(六)、普遍教師認為在使用過網路教學歷程檔案模組系統平台後,對歷程檔案模組平台的使用接受程度呈現在中、高程度範圍內。(七)、大多數不同背景變項教師對教學歷程檔案模組平台的使用接受程度沒有顯著差異存在,除了不同性別教師及不同知識管理使用經驗的教師以外。(八)、學生在使用過網路教學歷程檔案模組系統平台後,對平台的使用接受度呈現在中高程度範圍內。(九)、大多數不同背景學生對於網路教學歷程檔案模組系統平台的使用接受程度皆沒有顯著差異存在,除了不同教學歷程檔案使用經驗的學生之外。
以及兩點結論:(一)、網路教學歷程檔案模組系統實施成效良好。(二)、知識管理及教學歷程檔案需要長期間的養成。
本研最後並依據研究發現及結論分別針對教師及學校單位提出建議。
The purpose of this study was to develop a web-based teaching portfolio modules system based on knowledge management. There were survey to the teachers and students for assessing the acceptance of the constructed teaching-portfolio modules system.
This study adopted literature review, system development method, and questionnaire survey. The literature review focus on knowledge management, teaching portfolio, teacher professional development, and the platform of knowledge management. After web teaching portfolio modules system was created with Microsoft SharePoint Server 2007, there were teaching experiments to the teacher for two months. The questionnaires than were developed for collecting the attitude of teachers and students from five technology universities and four elementary schools.
Out of 33 distributed questionnaires for the teachers, there were 33 effective samples, with an effective return rate of 100%. And out of 479 distributed questionnaires for the students, there were 403 effective samples, with an effective return rate of 84.13%. All the data collected were analyzed using t-test, ANOVA, Pearson’s Product-Moment Correlation, Multiple Regression, and Path Analysis.
The major findings were as follows: 1) Teachers’ knowledge management abilities were increased after using the web-teaching portfolio platform. 2) There was no significant difference in the knowledge management of teachers among the various background variables except the teachers who had the knowledge management experiment. 3) The attitude strength of teacher in the professional development was measured at a medium-high degree after using the teaching portfolio platform. 4) There was no significant difference of teachers in the teacher professional literacy and ability among the various background variables except gender and the knowledge management experiment. 5) Teachers who had higher degree of attitude strength towards the teaching portfolio functions had an indirect effect on knowledge management and professional teaching abilities 6) Teacher’s attitude strength in the acceptance of the module system was measured was measured at a medium-high degree. 7) There was no significant difference in the level of acceptance to the module system among the various background variables except gender and knowledge management experience. 8) The students’ attitude strength in the acceptance of the module system was measured at a medium-high level. 9) There was no significant difference in the level of acceptance to the module system among the students’ various background variables except those who had different experiences in the use of teaching portfolio.
The conclutions were as follows: 1) The web-based teaching portfolio modular system been assessed was perfect. 2) The literacy of knowledge management and teaching portfolios need to cultivate for a long period.
Based on the findings and conclutions above, this study proposed several suggestions for the teachers and the organization of school.
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