高中職體育教師實施科技融入教學與其自我效能之研究

Abstract

21世紀是科技高度發展、社會快速變遷的時代，教育界自九年一貫至十二年國教課綱皆提及科技應用的能力與素養，促使教學者適時使用科技工具輔助教學，以配合不同世代學生的學習需求。教師在教學方法、策略運用的行為與選擇皆與教師自我效能有密切關係。本研究目的在瞭解體育教師實施科技融入教學自我效能情形、在科技融入教學的表現以及不同背景變項之間的差異情形。本研究採用問卷調查法，立意取樣對高中職體育科教師進行問卷蒐集，有效問卷共收取205份。研究工具為高中職體育教師實施科技融入教學與科技融入教學自我效能調查問卷。經由SPSS23.0 for Windows統計軟體進行資料分析，結果顯示:(一) 高中職體育教師科技融入教學自我效能程度為中等偏高；(二) 教師對科技工具的使用仍有強化空間；(三) 代理教師或年資較少的教師對科技融入教學較積極；(四) 教育程度不影響科技融入教學自我效能。根據研究結果提出建議:(一) 研發相關教學資源或工具；(二) 深入了解教師使用或不使用科技工具的背後原因；(三) 發展正式教師科技融入教學能力。

The 21st century is an era of high technological development and rapid social change. The education sector has mentioned the competence and literacy of technology application in the National Education Curriculum from Grade 1-9 Curriculum to Curriculum Guidelines of 12-year Basic Education. To promote the timely use of technological tools by teachers to support teaching and learning so as to meet the learning needs of students of different generations. Teachers' behaviours and choices of teaching methods and strategies are closely related to teachers' self-efficacy. The purpose of this study is to understand the self-efficacy of physical education teachers in implementing technology-integrated teaching, their performance in technology-integrated teaching, and the differences between different background variables. The study adopted a questionnaire survey method using purposive sampling to collect questionnaires from senior secondary vocational physical education teachers. A total of 205 valid questionnaires were collected. The research instrument is a questionnaire on the self-efficacy of technology into instruction for senior high school and vocational high school physical education teachers. Data were analysed by SPSS 23.0 for Windows statistical software. The results showed that: (1) the self-efficacy of senior secondary PE teachers in integrating technology into teaching was moderately high; (2) There is still room for teachers to enhance their use of technology tools; (3) acting teachers or teachers with less years of experience were more active in integrating technology into teaching; and (4) the level of educational attainment did not affect the self-efficacy of integrating technology into teaching. Based on the results of the study, recommendations were made to: (a) develop relevant teaching resources or tools; (b) better understand the reasons behind teachers' use or non-use of technology tools; and (c) develop the capacity of official teachers to integrate technology into teaching.