身處二十一世紀，科技已是人們在生活中不可或缺的一部分，資訊運用能力成為教師的必備條件，科技學科教學知識（TPACK）因而成為教育者關心的議題。相關研究發現教師對於教學、學習及資訊融入教學的想法是影響教師運用科技於教學活動中的重要因素，因此若能瞭解教學信念與TPACK的關係，將有助於教師發展TPACK。故本研究將教師對教學與學習、資訊融入教學所持有的觀念及想法列為教學信念主要面向，以問卷調查臺北市與新北市國中數學教師TPACK與教學信念之現況，進一步探討個人背景變項（性別、年齡、任教年資與學校規摸）在TPACK及教學信念的差異情形，並分析TPACK與教學信念之相關性。 問卷抽樣採方便取樣，並考量學校規模，共抽取101學年度臺北市及新北市111位現任國中數學教師參與研究。回收問卷110份，問卷資料經描述性統計分析、t檢驗、單因子變異數分析，得到以下研究結果： 一、臺北市及新北市國中數學教師具有有中上程度的TPACK，但在TPACK 七種知識中，科技教學知識（TPK）方面較需加強。 二、臺北市與新北市國中數學教師具有建構式的教學與學習觀，對資訊融入教學的 認知、評價、感受為正向。 三、不同背景變項的臺北市及新北市國中數學教師TPACK並無顯著差異。 四、不同背景變項的臺北市及新北市國中數學教師教學信念並無顯著差異。 五、臺北市及新北市國中數學教師TPACK與整體教學信念為中度正相關，表示整體教學信念越傾向進步取向的國中數學教師，其TPACK程度也越高。 依據研究結論，研究者建議增加科技教學知識（TPK）課程，持續舉辦建構式教學方面的研習，並積極增加學校科技設備。未來的研究可考慮將其他學科教師納入，以比較不同科目教師的TPACK與教學信念之相關研究。 Living in the 21st century, technology plays an important role in learning and instruction. Studies found that a number of factors, such as gender, age, pedagogical content knowledge and teaching beliefs influence teachers’ use of technology. Recently, educators proposed a Technological Pedagogical Content Knowledge (TPACK) framework to help teachers develop knowledge of technology integration. The purpose of the study is to investigate the relationships between junior high school mathematics teachers’ TPACK and teaching beliefs. Based on Koehler and Mishra’s TPACK framework and related studies, a survey with 51 items was developed to measure TPACK and teaching beliefs. 110 junior high school mathematics teachers in Taipei area completed the survey. The data was analyzed by descriptive statistics, t test, ANOVA. The results showed that mathematics teachers have high-intermediate level in TPACK but TPK is lower than other aspects. Mathematics teacher’s teaching beliefs incline to progressive approach, and the TPACK had middle and positive correlation with the teaching beliefs. Based on the study results, it was suggested that educational administration could hold more professional development activities to improve teachers’ TPK and to encourage constructivist teaching.
