從理論到實作─談職前教師資訊科技融入教學的課程設計及其實施成效

From Theory to Practice-The Curriculum Design and Learning Effects of Integrating Information Technology into Instruction for Pre-service Teachers

10.6384/CIQ.200701.0097

歐陽誾(Yin-Ou Yang)；尹玫君(Mei-Chun Yin)；張玨菁(Chueh-Ching Chang)

資訊科技融入教學 ； 課程設計 ； 職前教師 ； Integrating information technology into instruction ； Curriculum design ； Pre-service teacher

課程與教學

10卷1期（2007 / 01 / 01）

97 - 110

繁體中文

本研究旨在設計一套適合職前教師的資訊科技融入教學課程，並探討此一課程對職前教師之資訊科技融入教學素養、反省思考能力與合作學習能力的實施成效。研究對象包括12名職前教師，透過為期一學期的實驗教學活動，採用問卷調查法、深入訪談、觀察及文獻分析法等方式蒐集資料。研究結果發現：職前教師的整體資訊科技融入教學素養有顯著的提升，特別是在電腦軟硬體的操作、相關理論的認知、教學設計能力、及應用資訊科技於教學能力等四方面。在反省思考能力方面，職前教師在整體及「比較的」反省思考能力有顯著成長。在合作學習能力方面，職前教師的小組分工、工作效率、討論熱絡三方面都有成長，唯有紀錄準確方面，是合作學習過程中尚待加強之處。

The purposes of this study were to design a course of integrating IT into instruction for pre-service teachers and to investigate pre-service teachers' performances on the literacy of integrating IT into instruction, reflective thinking ability and cooperative learning ability. The subjects of this study were 12 pre-service teachers. They were volunteers to take a course, named ”The Theory and Application of Integrating IT into Instruction” for a semester. This study conducted the methods of questionnaire, group interview, observation, and document analysis to collect the data.The findings of this study showed that: (1) Pre-service teachers' literacy of integrating IT into instruction had significantly positive effect, especially in the performances of operation of software and computer hardware, cognition about IT integrated into instruction, instructional design ability, and ability of applying IT integrated into instruction. (2) Pre-service teachers only had significantly positive effect on the compared part of reflective thinking ability, but in the described and criticized parts reflective thinking ability was needed to improve. (3) In cooperative learning, pre-service teachers had significantly positive effects on the division of labor, working efficiency and enthusiastic discussion, but it needed to enhance the ability of exact recording. In learning process, pre-service teachers had changed themselves from working individual to cooperate with others in teamwork.

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