The Research in the Geographic Information Ability of High School Teacher

• Main Authors: Shu-Fen,Wang, 王淑芬
• Other Authors: Jinn-Guey,Lay
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/96421709005907785020

碩士 === 國立臺灣大學 === 地理環境資源學研究所 === 89 === Subjects of geographic information will soon be included into the 12th grade geography curriculum in Taiwan. The geographic information competence of teachers will affect the outcome of such new curriculum. This research aims to investigate the geographic information competence of high school teachers. Through literature review, the contents of GIS are divided into five categories: cartography, remote sensing, quantitative geography, geography information system, and field survey. This author designed a questionnaire targeted on high school teachers using course conversion approach. The questionnaire looks into answers for following questions: geographic information competence of teachers, usage and availability of information equipments at schools. This author also conducted long interviews with several targets. The result of questionnaires reveals that teachers'' competences on the five aspects of geographic information are different. In general, most teachers feel more competent on traditional subjects such as cartography and field survey; while less competent on information technology. The different competences among individual teachers are related to their genders, ages, degree, and so on, as shown in the questionnaires. Results of long interviews show a general concern about curriculum, information equipment and competence of teachers. Several questions targeted on High School Curriculum Standard were raised during interview as well. These questions are concerned with the coverage of topics, schedule, and teachers training. Based on the findings of investigation, this research concluded with a suggestion for teacher training regarding geographic information competence, which may be useful to textbook publishers and geographic education institutes.