| 摘要: | 隨著社會的變遷、科技的突破以及教學理論的發展，教育科技領域也不斷地更新和轉變。教育科技在台灣雖起步較慢，但也漸成氣候，目前已有超過六所大學校院相繼設立相關研究所，碩士論文的產出也逐年增加，截至九十二學年度為止，已有一百四十八篇碩士論文出版。本研究針對教育科研究所碩士論文進行內容分析，分別就一百四十八篇論文的主題範疇、應用場域以及研究取向等進行探討，希望藉由本研究瞭解教育科技研究在台灣發展的趨勢以做為教育科技相關系所未來研究發展的參考。本研究之發現如下：
一、國內教育科技研究所碩士論文研究之主題範疇
（一）分佈情形：最多篇數為「發展」，最少為「管理」。
（二）各校情形：淡江大學以「發展」之研究產出為最多，而國立台北師範學院、屏東師範學院以及嘉義大學則均以「運用」為首。
（三）各學年度情形：八十七至八十九學年度間以「發展」研究的數量為首，九十至九十二學年度分別以「分析」、「運用」、「分析」為首。
二、國內教育科技研究所碩士論文研究之應用場域
（一）分佈情形：「K-12」研究為首，最少涉及「企業訓練與發展」。
（二）各校情形：除了淡江大學以「K-12」與「高等教育」研究為主，其餘三校均以「K-12」研究為主。
（三）各學年度情形：八十七學年度集中在「高等教育」與「成人教育」，從八十八至九十學年度則逐漸轉向「K-12」，至九十二學年度「K-12」顯著領先其餘類別。
三、國內教育科技研究所碩士論文之研究取向
（一）分佈情形：最廣為使用之研究取向為「質量併用」，最少為「質化研究」取向。
（二）各校情形：淡江大學與國立台北師範學院以「質量併用」為首，屏東師範學院以「量化研究」為主，嘉義大學以「量化研究」與「質量併用」並列首位。
（三）各學年度情形：除了九十學年度以「質化研究」為最常使用之研究取向之外，其餘每個學年度均以「質量併用」為首。質化的研究取向則逐年呈現比例上的遞增。
另外，本研究對於未來的研究範圍及教育科技研究所碩士論文亦提出相關之建議。
Due to the rapid change of our society, the breakthrough of technology and the growth of educational theories, the field of educational technology has kept renovating and changing. In spite of the short history for the educational technology in Taiwan, it gradually becomes to take shape into a field in recent years. At present, more than six universities in Taiwan have established graduate programs on educational technology or related.
The purpose of this research is to analyze the contents of Master theses in Taiwan, in order to understand and observe the trends of historical development and changes in this field. It is hoped that this research shows a greater appearance about the vertical research development.
By analyzing the contents of master''s theses, this research examined the outcome of the theses in educational technology, in order to realize their research directions, interested topics and applied fields. Besides, from the perspective of this research, it helps to know the characteristics of educational technology development in Taiwan, and can be served as a reference for the research and development in educational technology or related researches in the future. The research findings are as followed：
A: The topics of master theses on educational technology
a. The distribution of topics：most theses are about “development” and least are about “management”.
b. The differences of topics among schools：most theses in Tamkang University are about “development”, and “practical use/application” in National Taipei Teachers College, National Ping-Tung Teachers College and National Chiayi University.
c. The differences of topics among years：From year 1999-2001, the most theses are about “development”. From year 2002-2004, the most theses are about “analysis”, “application” and “analysis”, respectively.
B: The Applied Fields of master theses on educational technology
a. The distribution of applied field：most theses are about “K-12” and least theses are about “business training and development”.
b. The differences of applied field among schools：Except Tamkang University, which focuses on the research on “K-12” and “higher education”, the other three universities all focus on “K-12”.
c. The differences of applied field among years：In year 1999, the major focus are on “higher education” and “education on adult”, then gradually turned the directions to “K-12” from year 2000-2002. And in year 2004, the researches on “K-12” remarkably led other topics.
C: The research approach/methodology of master theses on educational technology
a. The distribution of research approach：The mostly used research is “the mix method of qualitative and quantity approach”, and the research approach used least is “qualitative research”.
b. The differences of research approach among schools：“the mix method of qualitative and quantity approach” tops in Tamkang University and National Taipei Teachers College. In National Ping-Tung Teachers College, “quantitative research” is the primary research approach, and “the mix method of qualitative and quantity approach” and “qualitative research” are mostly used in National Chiayi University.
c. The differences of research approach among years：“the mix method of qualitative and quantity approach” has been the mostly used research approach for almost every year except in 2002 which “qualitative research” is the mostly dominant one. Besides, it is observed that “qualitative research” has increased year by year gradually.
This research also gives suggestions on the future research and the development of Master Theses on educational technology. |
