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題名:臺灣本土語文教師科技教學內容知識(TPACK)之研究
作者:李元鴻
作者(外文):Lee, Yuan-Hung
校院名稱:國立交通大學
系所名稱:教育研究所
指導教授:陳昭秀
學位類別:博士
出版日期:2020
主題關鍵詞:臺灣本土語文教師知識資訊融入教學科技教學內容知識Taiwan native languagesteacher knowledgetechnology integrationTPACK
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本研究旨在探究臺灣本土語文教師從事資訊科技融入教學所需之「科技教學內容知識(Technological Pedagogical and Content Knowledge, TPACK)」。為瞭解TPACK之主要內涵,以及臺灣本土語文教師所具備之TPACK相關知能,本研究採用本研究者之前所開發之「臺灣本土語文教師科技教學內容知識指標工具」來進行線上問卷調查。共計522位任教閩南語、客家語及原住民族語之本土語文教師提供有效的問卷填答資料。在完成問卷資料收集後,先以探索性因素分析,發現臺灣本土語文教師之TPACK共分為五個面向。之後並以驗證性因素分析檢驗此測量工具的模型結構適切性,以及分析比較不同背景因素在臺灣本土語文教師之TPACK差異。同時,本研究以質性訪談現職本土語文的專家教師、新手教師、族語專職人員與教學支援人員共15位,並以紮根理論為分析架構,歸納受訪教師對於TPACK之看法。
研究結果發現,臺灣本土語文教師之科技教學內容知識(Technological Pedagogical Content Knowledge, TPACK)分為CK、PK、TK、PCK與TPACK共五個面向。在訪談資料中,教師們認為除了上述五個面向外,「族群文化相關知識」是本土語文教師不可或缺的知識要素。背景變項分析方面,性別、學歷、職位對於臺灣本土語文教師的科技教學內容知識(TPACK)並無顯著的影響差異,而教學年資與族群則有顯著差異。此外,臺灣本土語文教師在教學設計上,較著重如何使用資訊科技引起學生動機與興趣。最後,本土語文教師們對於資訊融入普遍抱持著正向期望的態度,希冀能藉由科技突破瀕危語言的教學困境,提供可能的解決方案。但仍有多位教師對自身的學科內容知識不具自信,並指出教師本身對課程內容理解不足、欠缺優良的教材發展設計、網路太多不當媒體素材需要嚴格評選等問題。
本研究建議在師培機構及輔導團方面,能發展系統化的本土語文教材教法,且需提升教師在資訊科技融入本土語文教學的知能,並可利用教師社群於發展適切的本土語文教材與教學設計。在本土語文教師方面,教師除了需持續提升自身專業語文教學及資訊科技應用知能外,也應視自身為語言文化的傳遞者與與學生共同學習的參與者。在後續研究方面,建議可配合研究情境適度調整問卷題項外,也可繼續發展其他可測量教師實際知能展現的量測工具,並可探討文化面向對臺灣本土語文教師TPACK的影響。
This study investigates the technological pedagogical content knowledge (TPACK) of Taiwan native language teachers. The TPACK refers to the kinds of knowledge a teacher needs to integrate technologies to his/her instruction. To understand the meanings of all TPACK dimensions and to measure the TPACK performance levels of Taiwan native language teachers, this study employs an instrument developed by the author in a previous study to collect data via online surveys. In total, 522 native language teachers who teach Hokkien, Hakka, or indigenous languages filled out the online questionnaires and provided valid responses. The collected data were firstly analyzed with the Exploratory Factor Analysis (EFA), and it was found that Taiwan native language teachers’ TPACK could be categorized into five dimensions. Then, the author conducted the Confirmatory Factor Analysis (CFA) to verify the model of the instrument, and the TPACK differences between teachers of different demographic variables were also compared. Meanwhile, 15 native language teachers including experienced teachers, novice teachers, full-time indigenous language teachers, and support teachers were interviewed. Using the grounded theory as the data analysis framework, the author analyzed the teachers’ attitudes toward the TPACK in native language education.
The finding indicates that Taiwan native language teachers' TPACK can be categorized into five dimensions: content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), and technological pedagogical content knowledge (TPACK). Besides, the interviewed teachers consider knowledge about ethnic culture a necessary knowledge dimension of native language teachers. Regarding to the influences of various demographic variables on the teachers’ TPACK, gender, education level, and job status show no significant influence on the native language teachers’ TPACK but teaching experience and ethnic group show significant influence on their TPACK. Additionally, Taiwan native language teachers pay more attention on motivating students while applying technology to their instruction. Finally, Taiwan native language teachers’ attitudes toward technology integration are mostly positive, and they expect technologies to be possible solutions for the preservation and education of endangered languages. Yet, several interviewed teachers are not confident of their own content knowledge, and the mentioned obstacles to technology integration in native language education include teachers’ lack of deep understanding about native languages, shortage of good instructional design examples, and too many inappropriate online materials.
It is suggested institutions in charge of teacher education and professional development develop systematic instructional materials and pedagogies for native language education and enhance teachers’ knowledge and capabilities of technology integration in native language education. Also, native language teachers could collaboratively design good technology-integration instructional examples and learning materials in professional communities. The native language teachers should not only enhance their own knowledge about language instruction and technology integration but also consider themselves culture inheritors and learning participants. The future research could focus on adjusting the TPACK instrument according to the research contexts and on developing other measurement methods to accurately measure teachers’ performance levels in technology integration. Finally, how culture issues influence native language teachers’ TPACK could be a potential research topic.
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