國中地理科教師資訊融入教學之個案研究.docVIP

國中地理科教師資訊融入教學之個案研究 Learning to Use Technology in Classroom Teaching -- A Case Study of a Secondary School Geography Teacher 吳正己* , 古鈞元** *國立台灣師範大學資訊教育研究所 Tel: +886-2ext. 13 Email: chihwu@.tw **國立台灣師範大學資訊教育研究所 Tel: +886-2ext. 54 Email: kjy@.tw 本研究以一位國中地理教師為個案，藉由協助其實施資訊融入教學的過程中，探究其對電腦融入教學的態度、電腦知能、及教學方式等的成長和轉變。研究結果發現：現行國中基礎軟硬體設備對資訊融入教學的實施仍屬不便；教師經過兩次教材製作及教學嘗試後，對資訊融入教學的態度已由疑慮增進為較有自信；教材製作時教師們的集思廣益或互相觀摩，及電腦技術人員的協助等因素，有助於實施的成功。此外，雖然教師仍以傳統講述方式進行教學，但已漸能調整教材內容，採用較活潑的多媒體教材增進學生興趣。 關鍵字：資訊融入教學、地理科教師 Integrating technology into teaching/learning process is one of the focuses in Taiwan’s on-going educational reform. This study investigated how a secondary geography teacher acquired needed computer skills, adjusted her pedagogical practice, and changed her attitude toward using technology in classroom. The teacher first attended computer training sessions and discussed ways of computer integration with colleagues and researchers, then she was asked to develop computer-integrated materials and used the materials in classroom-teaching. By going through this procedure, it was found that the teacher’s computer skills were significantly improved. She had also become more confident in technology integration and was more willing to use technology in instruction. Although the teacher’s classroom presentation became livelier, her teaching styles remained unchanged throughout the study. It was also found that the school setting was not conducive to effective implementation of technology integration. Keywords: technology integration, geography teachers 1 引言 隨著電腦科技快速的發展與普及，現今生活形態可說是資訊導向的社會，因此將資訊科技融入各學科教學的推動，以培養國民電腦素養及發掘資訊人才，已普遍受到各國重視。例如美國的ISTE（International Society for Technology in Education）即訂有教師科技基本能力標準，以作為培訓中小學教師應用科技於教學的依循（ISTE，2000）；日本文部省的課程改革報告書中也提到每個階段的學校教育中，各種科目都應該包含電腦相關主題並善用電腦（文部省，1998）；我國教育部規劃之九年一貫課程也將資訊融入各學習領域列為主要的目標之一（教育部，1998）。教育部早於1997年即進行「資訊教育基礎建設計畫」，充實中小學基礎電腦軟硬體設備；並推動成立「資訊教育軟體與教材資源中心」（於2000年更名為「學習加油站」），利用網路共享教育資源，期能使各學科教材、教法、教學媒體多元化（吳正己、李忠謀，1998）。但除了軟硬