A study on the current situations of Information-Integrated Subject Teaching for the elementary schools in Changhua County

• Main Authors: WU CHAIO LIN, 吳巧琳
• Other Authors: 楊銀興
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/18049510306269485023

碩士 === 國立臺中教育大學 === 課程與教學研究所 === 95 === This research project is aimed at investigating the current status of the implementation of Information-Integrated Subject Teaching for the elementary schools in Changhua County. It involves an understanding of the teaching attitudes、methods、strategies and difficulties that teachers face when employing the Information-Integrated Subject Teaching、and also analyze the differences in teaching attitudes、methods、strategies and difficulties for teachers from different backgrounds. The methods used in this research are literature review and questionnaire. In total、712 questionnaires were sent out and 662 were completed、the effective return rate is 92.97%. Mean、one-way ANOVA、T-test、Pearson product-moment correlation and Kendall's coefficient of concordance are used for the information obtained. The findings of this research are as following: 1. The elementary school teachers in the Changhua County have the willingness to implement 『Information-Integrated Subject Teaching』. 2. There is still a great potential for improvement in the after-school evaluation and synchronous Distance-Learning for elementary school teachers in the Changhua County. 3. The elementary school teachers play a leading role in the strategy of implementing the 『Information-Integrated Subject Teaching』. 4. Time factor influences the implementation of the 『Information-Integrated Subject Teaching』. 5. Teachers from different elementary schools and backgrounds tend to have a different way in implementing the 『Information-Integrated Subject Teaching』. Specifically、male teachers、teachers with higher academic background、higher official rank、less experience、teachers who teach in a distant area、all have a tendency to score higher attitude marks compared to others. 6. Teachers with a lower academic background、be a subject teacher、teach in a distant area、used to work in the seed schools、score higher marks for difficulties compared to the others. 7. Teachers from different schools tend to use similar methods in implementing Information-Integrated Subject Teaching. 8. Teachers from different schools tend to use similar strategies in implementing Information-Integrated Subject Teaching. However、teachers with different academic background have different strategy orders when they employing the Information-Integrated Subject Teaching.