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題名:影響電子白板融入教學互動之模式建構
作者:蔡耀德
校院名稱:國立新竹教育大學
系所名稱:教育學系博士班
指導教授:林紀慧
學位類別:博士
出版日期:2012
主題關鍵詞:電子白板融入教學互動教學多媒體多媒體中介互動Interactive whiteboard integrated teaching interactioneducational multimediamultimedia-mediated interaction
原始連結:連回原系統網址new window
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摘要
本研究之目的在探討設置電子白板的教學環境中,影響師、生教學互動之因素,運用文獻分析、問卷調查及結構方程等方法建構理論模型,確定影響教師形成教學互動樣態之重要因素,同時運用教室觀察,瞭解電子白板融入教學後,教師、學生與電子白板三者互動情形,藉以檢證理論模型之適切性。研究主要發現如下:
1.理論模式適配度良好
2.科技內容教學知識潛在構念對教學互動潛在構念有顯著負向效力
3.教學風格潛在構念對教學互動潛在構念有顯著正向效力
4.教學媒體運用潛在構念對教學互動潛在構念沒有顯著效力
5.電子白板運用潛在構念對教學互動潛在構念有顯著正向效力
6.科技內容教學知識、教學風格、教學媒體運用、電子白板運用等潛在構念可作為中介變項對教學互動潛在構念發生影響
7.理論模式對教學互動之整體解釋力達64%
Abstract
The purpose of this study is to investigate the impact of teaching interaction within an interactive whiteboard integrated classroom, Questionnaires and the methods of Structural Equation Modeling are used to construct the theoretical model of the interaction between various factors. The structured teaching observation techniques is also used to confirm the interaction between teacher, students and interactive whiteboard. The major findings are as follows:
(1)The theoretical model has a good fitness.
(2)Technological Pedagogical Content Knowledge knowledge has significant negative effect to teaching interaction.
(3)Teaching style has significant positive effect to teaching interaction.
(4)Use of instructional multimedia has no significant effect.
(5)Use of interactive whiteboard has significant positive effect to teaching interaction.
(6)Technological Pedagogical Content Knowledge, Teaching tyle, Use of instructional media and Use of interactuve. whiteboard can be used as intervening variables for impact on teaching interaction.
(7)The explanatory power of the theoretical model for teaching interaction achieve to 64%.
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