本研究抽樣桃園縣26 所國中之250 位數學領域教師，以問卷調查法探討其實施 資訊融入教學的現況。主要研究結果為：一、教師對於資訊融入教學表現出正向的態 度，且多具有普通以上之資訊知能，但多數教師的資訊融入教學策略，仍然停留在教 學前的使用為主，每週於教學中實施資訊融入教學的平均時間偏低。二、男性數學教 師比女性教師在資訊融入教學的態度上正向，且會使用更多元之教學策略，特別是任 教於小型鄉鎮、中型城鎮與小型、中小型學校的男性教師有較正向的態度，且男性教 師在教學中及教學後的教學策略使用顯著優於女性教師。三、五年內曾接受過資訊訓 練之數學教師，其資訊融入教學態度較正向、資訊知能較高、會使用較多元之教學策 略，且實施資訊融入教學的時間較長。四、只有6.4% 的教師完全未使用資訊科技融入 之教學策略；曾經是資訊種子學校之教師比從來不是資訊種子學校之教師，使用較多 元的資訊融入教學策略；班級內不能上網的教師比班級內能上網的教師，在教學上使 用較多元之資訊融入教學策略。五、課外使用電腦15~20 小時之教師，具有較高的資 訊知能，且於教學中使用較多元的資訊融入教學策略。

The study used a questionnaire to investigate junior high school mathematics teachers’ perspectives on integrating technology into instruction. Based on the school size and location, 250 mathematics teachers from 26 junior high schools in Taoyuan county were selected as research subjects. Major findings of this study were: (1) Most of the investigated teachers have positive attitudes toward integrating technology into instruction. Virtually all of the teachers (97.6%) possessed technology literacy at or above the average level. However, the strategies used in instruction were before class strategies. The time that was spent on teaching with technology was relatively low. (2) Male teachers showed more positive attitude than female teachers on attitude and strategies used, especially for male teachers who were from median and smaller towns and schools of small and median size. (3) Teachers who took related training programs within five years showed more positive attitudes, possessed higher information knowledge, used multiple teaching strategies, and spent more time in technology integration than those who did not take any related training programs. (4) Few (6.4%) of the teachers did not integrate technology into instruction at all. Teachers from the key schools of information technology used more multiple teaching strategies in technology integration than those who are not from the key schools. Teachers from classes without internet access used more multiple teaching strategies in technology integration than those from classes with internet access. (5) Teachers who used computers for 15~20 hours per week out of school time showed better information knowledge, used multiple teaching strategies, and spent more time integrating technology into instruction.