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    題名: 台北縣資訊種子學校推動策略之研究
    其他題名: Research on the innovation strategies analysis for the elementary and junior high school in Taipei county
    臺北縣資訊種子學校推動策略之研究
    作者: 黃俊偉;Huang, Jai-wei
    貢獻者: 淡江大學教育科技學系碩士在職專班
    徐新逸;Shyu, Hsin-yih
    關鍵詞: 資訊科技融入教學;資訊種子學校;創新傳播推廣策略;Information-technology-integrated-instruction;the-information-seed-school;ICT-strategies
    日期: 2006
    上傳時間: 2010-01-11 00:30:09 (UTC+8)
    摘要: 本研究由學校的層次出發,其目的在調查台北縣資訊種子學校,在推動資訊融入教學實施策略上的現況,並分析不同類別的資訊種子學校,在推動資訊融入教學實施策略上的差異,希望能成為其他學校在推動資訊融入教學時的參考。本研究採用徐新逸 92年國科會與教育部合作目標導向專題計畫(NSC92 -2511- S- 032- 002- X3) 之部分研究成果編製成問卷,調查台北縣初級、中級及典範種子學校種子團隊核心成員對資訊融入教學推動策略之意見,並運用描述性統計及單因子多變量變異數分析(MONOVA)等分析方法解釋資料,本研究之結論如下:
    1. 臺北縣資訊種子學校資訊科技融入教學推動策略,在範疇層次重視程度最高的是物範疇的策略,管理範疇的策略重視程度最低。
    2. 台北縣資訊種子學校在推動資訊科技融入教學面向層次的策略上,最重視的是學校願景、校長和成果運用面向上的策略,受重視程度較低的是學校課程、學生和經費資源等3個面向。
    3. 台北縣資訊種子學校在推動資訊科技融入教學的策略中,最重視的是「校長對校內行政支持與資源分配調配得宜」、「校長具備資訊融入教學的正確觀念」、「校長要適時給予教師支持與鼓勵以激勵教師士氣」,最受重視程度最低的是以「教師記錄每週運用軟硬體的使用率,評鑑其應用資訊科技之習慣養成」、「學校資訊融入教學成果報告對於『資訊融入教學跨校合作模式』之成果有合理具體的說明」及「學校對『社區參與輔助資訊融入教學活動』有合理具體的規劃」。
    4. 台北縣不同學校規模的資訊種子學校中,小型學校在經費、校外資源和成果運用面向的重視程度較高,中型學校重視程度較高的面向是義工、校長和學校課程,大型學校則在資訊設備、校長和成果運用面向的策略項目有比較高的重視程度,但是整體策略的重視程度以中型學校為最高。
    5. 台北縣不同學校型態的資訊種子學校,一般和偏遠學校重視程度較高的都有成果運用與校長這兩個面向,但是偏遠學校重視校外資源,一般學校重視資訊設備。在項目部份,偏遠學校在資訊小組的組成、教師設計教案時對學生的資訊環境的了解和校長溝通能力等項目重視程度較高,一般學校則在教師進行教案設計的時間成本、資訊操作技能的專業成長、和學校完善的器材管理等項目的重視程度比較高。。
    6. 台北縣不同類型資訊種子學校在整體層次重視程度的平均數,依序為92中級、93初級、92初級、典範學校、及91初級,範疇層次上的重視程度則以92中級在人範疇的重視程度最高,其他四類種子學校以物範疇的重視程度最高。92中級在體制範疇項目中,和學校組織等相關推動策略項目,重視程度較其他類型學校高,在人範疇中,對於校長的支援、對政策的了解和計畫的評鑑等重視程度也高於其他類型學校。
    依據研究結論,對台北縣學校推動資訊科技融入教學的學校提出下列建議:
    1. 對教育部資訊種子學校執行計畫之建議:
    (1)、 彙整全國資訊種子學校之執行經驗與成效檢討,供未來學校規劃資訊科技融入教學之參考。
    (2)、 種子學校教師團隊的培訓課程應該包含計畫管理與評鑑專業知能的課程。
    (3)、 在學校層級推動資訊融入教學工作應以協助學校達成任務為主。
    2. 對台北縣教育局推動資訊科技融入教學之建議:
    (1)、 資訊科技融入教學的教師培訓工作應逐步規劃,讓教師達到創新教學之層次。。
    (2)、 規畫資訊種子學校的跨校合作模式。
    (3)、 善用學力檢測,發展資訊科技融入教學學習成效的分析方式。
    (4)、 校長是資訊科技融入教學這一項教學創新中,居關鍵角色的職務,對於推動資訊科技融入教學學校的校長,應另規劃培訓課程。
    3. 對台北縣國中小規劃資訊科技融入教學推動策略的整體建議:
    (1)、 維持學校願景、學校本位課程、資訊科技融入教學遠景、教師專業成長以及學生評鑑方式之間的一致性。
    (2)、 依據中級和典範等經驗比較豐富的資訊種子學校對學校組織文化的重視,推動資訊科技融入教學,學校必須建立分享性組織文化。
    最後依據學校規模及學校類型對台北縣學校進行資訊科技融入科學推動策略的規畫作出建議。
    The purposes of this research was to investigate the information-technology integrated instruction implementation strategies from school level, among the different year categories, the different scale of school, and the different type of school in Taipei county information seed schools. This research adapted a questionnaire and partial results from H. Shyu’s previous project, National Science Council cooperated with the Ministry of Education research project (Project Number as NSC92 -2511- S- 032- 002- X3). The results of this study were listed as follows:
    1. The strategies used by the Taipei county information seed schools were categorized as four domains: system, persons, things, management. But, among them, the things were the most emphasis, and the management was the least emphasis.
    2. There were different categorizes in each domains .The category of school vision, principle, and impetus of result were the most emphasis, the category of school course, student and funds resource were the least emphasis.
    3. There were three items emphasized most. They were the principle supports and management of resource properly, the concept of information technology integrated instruction of principle was correct, and the principle offered support to the teachers and encouraged teacher''s morale in a proper time. There were three items emphasized the least. They were seldom taken the usage data of the equipment and software for the teachers to evaluate teachers’ performance, the cross school cooperation, and the community participation plan.
    4. In the information seed school of Taipei, the medium-sized school was the highest in the attention degree of the whole strategies, the large-scale school paid attention to the category of equipment, the principle and the utilization of achievement. The small-scale school paid attention to the category of funds, the resource and the utilization of achievement.
    5. The principle and the utilization of achievement were the two categorizes emphasized by the downtown school and the remote school. The remote school emphasis on the category of resource, the downtown school emphasis on the category of equipment management. The items such as the member of information technology group, the information technology support of student, and the ability of communication of principle were emphasized by remote school. The management of information equipment, the time required on instruction design for information technology integrated instruction and the specialized ability about information technology, those were the items emphasized by the downtown school.
    6. The attention degree in the five kinds of information seed school of Taipei was sequenced as follow: the 92-year intermediate, the 93-year elementary, the 92-year elementary, the 91-year elementary and the model schools. On the domain level, the 92-year intermediate emphasized on the people domain, but other type of information seed school emphasized on things domain. In system domain, the 92-year intermediates in the strategy item of school organizes has higher attention degree than other types of school. In the domain of people, such as the support of principle, the understanding of policy and the evaluation of plan, the 92-year intermediates were also higher than other types of school.
    The suggestions to the Ministry of Education, the Taipei county Bureau of Education and the School of Taipei County who has the willing to impetus information technology integrated instruction are listed as follows:
    1. The suggestions to the Ministry of Education :
    A. The Ministry of Education has to Integrate and publish the execution experience and the result of the information seed school of entire national. This report will be a important guideline for the school who has the willing to promote the information technology integrate instruction.
    B. The training curriculum of information seed school teacher team should contain the plan management and the specialized knowledge of evaluation.
    C. The information seed school should promote the teaching potency as the first priority.
    2. The suggestions to the Taipei county Bureau of Education:
    A. The training curriculum of information seed school teacher team can plan gradually leading the teacher to achieve the level of the instructional innovation.
    B. The Bureau of Education should promote the cooperation patterns and relationships among the schools.
    C. It may be useful to adapt the examination tests to develop the analysis method of evaluating the information technology integrated instruction.
    D. The principle in a school was the key person when the school adopted the innovation like information-technology integrated instruction. The training program should be planed in addition.
    3. The suggestions to the school of Taipei County who has the willing to impetus information technology integrated instruction:
    A. The school should keep the consistency of school vision, school-based curriculum, the vision of information-technology integrated instruction, teacher’s specialty improvement and student’s evaluation.
    B. The information seed schools that had more experience such as the 92-year intermediate and the model school, while promoting information-technology integrated instruction, must establish the sharing culture within an organization.

    Some suggestions for different scales and types of school were also listed in the end of the research.
    顯示於類別:[教育科技學系暨研究所] 學位論文

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