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    題名: 我國資訊教育資源落差之研究-以全國高中職、國中小為基礎
    其他題名: A study of the divide of information education resource in Taiwan
    作者: 江雅玲;Chiang, Ya-ling
    貢獻者: 淡江大學資訊管理學系碩士班
    蕭瑞祥;Shaw, Ruey-shiang
    日期: 2005
    上傳時間: 2010-01-11 05:01:11 (UTC+8)
    摘要: 微軟曾委託學會進行資訊設備與環境面的調查,主要是以個別學校的角度統計分析全國資訊設備與環境狀況,但是有鑒於教育部推動資訊教育補助是以地方縣市政府為單位,因此本研究以區域別、縣市別角度進行資訊教育資源分析,期望作為政府相關機構推動資訊教育政策與經費補助之參考,延續全國高中職、國中小資訊通訊設備與教育實施現狀調查研究案之次級資料,經由次級資料之因素分析結果為衡量電腦設備資源面、資訊設備之密度、設備維護面、課程教材面、伺服器資源面、電腦教師面等六大構面,其研究目的為:(1)依據次級資料為基礎,分析影響資訊教育資源之重要變數,且建構資訊教育資源衡量模式;(2)根據資訊教育資源衡量模式,進行區域別、縣市別資訊教育資源之落差分析;(3)進行縣市別的資訊教育資源之分群,並作為研究討論之基礎;(4)與現有國內外相關調查研究,進行資料比較分析,以瞭解國內現況與本研究之異同處與可能造成差異之原因,並提出建議。
    本研究之結果顯示:(1)於資訊教育資源衡量模式結果得知,以「班級數與電腦教室間數之密度」與區域別、縣市別皆無顯著相關;(2)區域別、縣市別之資訊教育資源落差分析,以區域別角度,北區為資訊教育資源最豐富之地區,而中區位居末位;以縣市別角度,台北市為資訊教育資源之最豐富之縣市,連江縣為資訊教育資源最差之縣市,與台北市之差距最大為9.33;(3)資訊教育資源之分群,以台北市、嘉義市為資訊教育資源之優勢區,台中市、高雄市、新竹市、台南市、桃園縣、台北縣為資訊教育資源之次級優勢區,連江縣為資訊教育資源之劣勢區,其餘縣市皆為資訊教育資源之待加強區;(4)研究討論之結果得知,由決策面提供之資料,其嘉義縣之電腦教師數量、充足性及資訊專業背景較差且教師參與教育訓練之參與度不佳,而嘉義市之種子學校推行成果佳且電腦設備資源最豐富;以種子學校數之資料,除連江縣、金門市於本研究所衡量構面中無法呈現,有待進一步研究外,資訊教育資源之優勢區與次級優勢區皆可明顯呈現其資訊教育資源豐富程度;以資訊教育政策之資料,資訊教育資源之優勢區與次級優勢區之資訊教育政策實施項目活躍於資訊教育資源之待加強區與劣勢區。
    Microsoft has entrusted a survey on the information equipment and environment to Chinese Society of Information Management of Republic of China. It was using statistical analysis to understanding the state of country-wide information equipment and environment in primary school. Because Ministry of Education promotes subsidy funds based on counties and municipal governments, this study wanted to discover the difference of information education resources between area, counties and cities and it will help for the government policy.
    By using “Surveying the Information and Communication Technologies of Primary and Secondary Schools in Taiwan” as the second data, we discovered six concepts, ’equipment resources of the computer’, ‘density of the information equipment’, ‘computer maintenance’, ‘curriculum and teaching material’, ‘server resources’ and ‘the computer teacher resources’.
    The purposes: (1) Built up the information education resource model by finding out the key factors in the second data. (2) Analyzed the divides between area, counties and cities in information education by using the model we built up. (3) Classified 25 counties and cities into few groups, in order to study and discuss. (4) Compared with published researches, we can understand the similarities and differences between them and also can propose some suggestions.
    The result of this research: (1) Information education recourse model, ‘density is that class number divide by the computer classroom’; it is not relevance with the area, counties and cities. (2)Considering the area, the north area is the most abundant area of Information education resource; the middle area is the last. And in the view of counties and cities, Taipei city is the most abundant counties and cities of information education resource; Lianchiang is the worst counties and cities, most greatly 9.33 with the disparity of Taipei city. (3)Taipei and Chiayi are the advantage area of information education resource, Taichung city, Kaohsiung city , Hsinchu city, Tainan city, Taipei county are the secondary advantage area of information education resource, Lianchiang county is the inferior position area of information education resource, the rest of counties and cities are the strengthening area of information education resource.(4)The decision dimension offers that Chiayi county is lack of the number or information background of teachers and the teachers didn’t have highly participate in education training. Chiayi city is the best counties for the seed school of the achievement and Lianchiang, Kinmen is unable to appear under the literary composition surface in this research. With the data of the policy for informational education, the implementation of the policies for informational education, the advantage area and secondary advantage area are more active than the strengthening area and inferior position area.
    顯示於類別:[資訊管理學系暨研究所] 學位論文

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