臺灣博碩士論文加值系統

近年來，資訊科技的發達，資訊科技技術在日常生活中隨處可見。在教育領域當中，資訊科技導入教育也漸漸成為熱門的話題。教育部九年一貫課程裡，將「資訊教育」列為六項重大議題之一，強調融入於各學習領域，使資訊科技成為跨領域、跨學科的重要主題，因此資訊科技導入教育勢必帶給教育界新的衝擊和改變。傳統教學當中，教學大多以教學者為中心，學習者是以被動的方式來吸收知識，因此教學者與學習者互動較少，再者，在教學現場教學者往往無法立即掌握每位學習者的學習狀況，如果學習者也不主動提問，將造成學習者學習不佳，導致成績低落。
本研究在國民小學傳統教學環境當中，導入高互動教學平台-班級回饋系統，並利用科技接受模式為基礎，設計問卷來探討學童使用教學回饋器之接受程度，除了考量學童背景變項(性別、年級及地區)，也探討外部變項(互動性及可靠性)與科技接受模式間(認知有用性、認知易用性、使用態度及使用行為意向)的關係模式，來提供傳統教學導入高互動教學平台之參考。本研究樣本為某三間國民小學共146人(男生84人，女生62人)，研究主要發現羅列如下：
一、個人背景變項「性別」，在使用教學回饋器接受模式的「認知易用性」達到顯著水準，女生高於男生。
二、個人背景變項「年級」，在使用教學回饋器接受模式的「認知易用性」、「認知有用性」及「使用行為意向」有顯著差異，四年級及五年級高於六年級。
三、個人背景變項「地區」，在使用教學回饋器接受模式的「互動性」、「可靠性」、「認知有用性」、「認知易用性」及「使用態度」，台南地區皆較高於台中及彰化地區。
四、「互動性」及「可靠性」對「認知有用性」及「認知易用性」具有正向的顯著影響效果。
五、「認知易用性」對「認知有用性」無顯著影響效果。
六、「認知有用性」及「認知易用性」對「使用態度」有顯著影響效果。
七、「認知有用性」及「使用態度」對「使用行為意向」有顯著影響效果。

In recent years, information technology has wide spread in different fields. In the educational field, information and communication technologies (ICT) in education has become an important topic. The Ministry of Education define “Information Technology” as one of the six major topics in Formulate the General Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School Education. It emphasized the immersion of ICT in each educational field. Therefore, information and communication technologies in education will bring impact and change to the current situation. In traditional teaching environment, teacher is the center of the teaching process. Learner’s learning is passive, lack of interaction among teacher and learners. On the other hand, teacher can’t perceive each learner’s learning status immediately. If the learner doesn’t participate in learning actively, the result is a poor academic performance.
In this research, Classroom Interactive Teaching Platform is applied at traditional teaching environment in elementary school. A conceptual model is proposed based on the Technology Acceptance Model. This study also explored the relationships among variables of backgrounds (gender, area, and grade), external variables (reliability and interaction), and TAM variables (perceived usefulness, perceived ease of use, attitude toward using, and behavioral intention to use) of elementary level students. Besides, this study tried to give suggestions for the elementary school while using Classroom Interactive Teaching Platform in traditional teaching environment. There were 163 fourth-grade, fifth-grade and sixth-grade students, with 84 boys and 62 girls. The main results of this study were summarized as follows:
1. Female had significant differences on “perceived ease of use” than male did.
2. Fourth-grade and fifth-grade had significant difference on “perceived usefulness”, “perceived ease of use”, and “behavioral intention to use” than sixth-grade.
3. Tainan area had significant difference on “reliability”, “interaction”, “perceived usefulness”, “perceived ease of use”, and “attitude toward using” than Taichung and Changhua area.
4. The “reliability” and “interaction” had significant positive effects on the” perceived usefulness” and “perceived ease of use”.
5. The “perceived ease of use” had no significant effects on the “perceived usefulness”.
6. The “perceived usefulness” and “perceived ease of use” had significant positive effects on the “attitude toward using”.
7. The “perceived usefulness” and “attitude toward using” had significant positive effects on the “behavioral intention to use”.

目錄
中文摘要 I
Abstract III
誌謝 V
目錄 VI
圖目錄 X
表目錄 XII
第一章 緒論 1
1.1研究背景動機 1
1.2研究目的 2
1.3 研究範圍與限制 3
1.4 文章架構 3
第二章 文獻探討 5
2.1 傳統教學 5
2.2 建構主義 8
2.3 教學活動 10
2.3.1 教學互動 14
2.3.2 教學評量 15
2.4 電腦輔助教學 19
2.4.1 電腦輔助教學的模式 19
2.4.2 電腦輔助教學的獨特性 22
2.4.3 電腦輔助教學導入題材選擇 23
2.4.4 電腦輔助教學之限制 24
2.5 班級回饋系統(Classroom Response System, CRS) 25
2.6科技接受模式(Technology Acceptance Model, TAM) 29
2.7影響互動式教學平台外部變數探討 30
第三章 研究設計與實施 32
3.1研究流程架構 32
3.2 互動式教學平台之設計架構 34
3.3研究問卷設計 48
3.3.1研究問題 48
3.3.2研究問卷模型與假設 48
3.4 研究問卷實施步驟 51
3.5 問卷內容設計 53
3.6專家內容效度 55
3.7 問卷預試 55
3.7.1 預試問卷信度分析 57
3.8 統計分析與方法 58
第四章 實證結果與討論 61
4.1 研究樣本基本資料 61
4.2 正式問卷信度檢驗 63
4.3研究變項描述性統計分析 64
4.4 研究變項相關分析 67
4.5 研究變項差異分析 68
4.5.1 不同性別差異分析 68
4.5.2 不同年級差異分析 70
4.5.3 不同地區差異分析 72
4.6徑路分析 74
第五章 結論與建議 76
5.1 研究討論 76
5.2研究結論 78
5.3未來研究 83
參考文獻 85
附錄一 專家學者內容效度問卷 90
附件二 正式問卷內容 94
圖目錄
圖 1 一般教學模式-回饋環線 10
圖 2 教學活動歷程 13
圖 3 科技接受模型 29
圖 4 研究流程圖 33
圖 5 班級回饋系統課堂教學示意圖 34
圖 6 教學回饋器及接收器 35
圖 7 CRS互動式教學平台五大子系統 37
圖 8 學生管理系統-學生管理介面 38
圖 9 學生管理系統-學生分組管理介面 38
圖 10 教材編輯系統介面 39
圖 11 教材編輯系統-隨堂測驗介面 39
圖 12 教材編輯系統-插入多媒體介面 40
圖 13 試題製作系統-紙本測驗編輯介面 41
圖 14 試題製作系統-重點設定介面 41
圖 15 教學系統介面 42
圖 16 教學系統-互動模式選擇介面 43
圖 17 教學系統-即問即答介面 43
圖 18 教學系統-搶答介面 44
圖 19 教學系統-挑人/挑組作答選擇介面 44
圖 20 教學系統-挑人作答介面 45
圖 21 教學系統-學生互評介面 45
圖 22 報表分析系統-學生答題明細介面 46
圖 23 報表分析系統-個別學生測驗答題明細 47
圖 24 報表分析系統-個別學生知識結構診斷分析介面 47
圖 25 研究觀念模型 49
圖 26 研究觀念模型徑路分析 74
表目錄
表 1 傳統教學與建構教學之比較 9
表 2 六種教學評量描述 16
表 3 形成評量與總結性評量之比較 18
表 4 將CRS導入之相關研究 27
表 5 問卷量表之設計 53
表 6 Likert五點尺度量表 54
表 7 預試問卷各構面題項分配表 55
表 8 預試問卷發放狀況整理表 56
表 9 信度係數指標 57
表 10 預試問卷信度分析表 58
表 11 正式問卷發放狀況整理表 62
表 12 研究樣本描述性統計分析 62
表 13 正式問卷信度分析 63
表 14 題項資料統計 64
表 15 研究構面描述性統計分析表 66
表 16 研究構面Pearson積差相關表 67
表 17 不同性別差異分析 69
表 18 不同年級差異分析 70
表 19 不同地區差異分析 72
表 20 研究假說檢定表 76

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