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題名:以Veenstra同心圓理論建構國民小學教師資訊素養模型及其影響因素之研究
作者:黃思華
作者(外文):Huang,Tzu-Hua
校院名稱:國立臺北教育大學
系所名稱:課程與教學研究所
指導教授:劉遠楨
學位類別:博士
出版日期:2011
主題關鍵詞:文化性教師特色文化性學校特色同心圓理論脈絡性學校特色教師資訊素養教學信念結構性教師特色Contextual school characteristicsCultural school characteristicsCultural teacher characteristicsStructural teacher characteristicsTeacher’s information literacyTeaching beliefsThe theory of concentric circles
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不論是學校、就業或生活情境,資訊科技已經成為不可或缺的角色,再加上各類資訊產品數量成長與交流迅速,資訊素養也成為在社會生存必備的素養。二十一世紀的教師資訊素養特別強調數位時代的教師如何促進學生的有效學習和高效能生活的提升,著重教師如何幫助學生成為現代化的學習者和現代化的公民,面對數位時代的各種挑戰,因為學生的背景是多樣的,教師的教學和評量當然也應該要是要多樣的。因此,教師除了持續的專業成長外,更必須重視學生的主體性,加強教師與學生、教師與教師之間的互助合作,以及多樣化的資源利用與分享,在教學時應安排適當的活動,達成培養學生適應數位時代能力;也就是數位時代的教師必須具有資訊使用能力、文化理解力、全球意識、領導力及一定的社會責任。本研究根據Veenstra的同心圓理論及NETS‧T 2008教師資訊素養指標,設計了一份「國民小學教師資訊素養多向度問卷」,用以了解了解國民小學教師資訊素養的現況,並深入探討文化性教師特色、結構性教師特色、文化性學校特色和脈絡性學校特色與教師資訊素養的關係。本研究蒐集全省共1055份有效問卷進行群集分析、單因子變異數分析及階層迴歸分析,研究結果發現:一、臺灣國小教師的資訊素養屬於中上程度;二、電腦態度、創新性、建構教學信念等文化性教師特色與資訊素養相關;三、學校政策、使用電腦的情況等文化性學校特色與資訊素養相關;四、教師教學信念與教師資訊有顯著相關;四、本研究所提出之模型對教師資訊素養的解釋變異高達57.7%;五、建立一影響教師資訊素養的文化特色雙圈模型。本研究亦根據研究結果提出相關的建議。
No matter school, employment or life situation, information technology becomes an essential role in our society. With the rapid growth and exchange for various kinds of information products, information literacy also becomes the necessary literacy in the social life. The information literacy for the teacher in twenty-first century particularly emphasizes how the teacher in the digital age promotes effective learning of the students and enhances the life with high-performance; stresses how the teacher can help the students becoming modern learner and modern citizen, and facing various challenges in digital age. The reason is that the backgrounds of children are diverse; so the teacher’s teaching and evaluation must be also diverse. Hence, in addition to continuing professional growth, the teacher must value the subjectivity of the student, emphasize the mutual assistance between teacher and students or teacher and teacher; utilize and share the resources; arrange suitable activities in teaching to cultivate the ability of the student to accommodate the digital age. That is, the teacher in digital age must have the ability to use information and have the cultural comprehension ability, global consciousness, leadership skill and certain social responsibilities. This study designs a multidimensional questionnaire information literacy for teachers in primary schools according to the theory of concentric circle of Veenstra and 2008 Information Literacy Index for Teacher of NETS‧T to understand the status of information literacy for teachers in primary schools and deeply discuss the relations among cultural teacher characteristics, structural teacher characteristics, cultural school characteristics contextual school characteristics and information literacy for teachers. This study collects 1055 copies of questionnaires to carry out the statistics analysis. From the result, we find: 1) the information literacy for teacher in primary school in Taiwan is in the middle level; 2) there is a significant correlation among the teacher’s features such as computer attitude, innovativeness, direct instruction of teaching belief, construction of teaching belief and the information literacy; 3) there is a significant correlation among the school’s features such as IT equipment, school policy, status of using the computer and the information literacy; 4) there is a significant correlation between the teacher’s teaching belief and teacher’s information; 5) the explained variance of the model proposed by this study to the teacher’s information literacy is up to 57.7%; 6) Culture Characteristic Double-Circle Model is builded . Furthermore, this study offers related recommendations according to the results obtained.
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