A Perceptive Study of Integrating Library Resources into Teacher''s Innovative Teaching in Elementary Schools, Taichung County

• Main Authors: Chih-Huang Hsu, 徐志煌
• Other Authors: Fong-Seng Hu
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/23673881685270843079

碩士 === 逢甲大學 === 公共政策所 === 97 === In order to enhance students’ learning process and effect, elementary school teachers need to provide instructions with creative thinking and innovations. If abundant information and knowledge from library resources can be further integrated into various instructional activities, a high level of teaching effectiveness can be surely attained. This study investigated the current utilization of library resources and integration of these resources into innovative teaching among elementary school teachers in Taichung County and analyzed the relationship between utilization of library resources and integration of library resources into innovative teaching. A survey was conducted using the questionnaire. The research subjects were selected through stratified random sampling by school location and scale. A total of 664 questionnaires were distributed to teachers in 56 schools, and 584 responses were obtained. The collected data were later analyzed using descriptive analysis, independent t-test, one-way ANOVA, and Pearson product-moment correlation. From the analysis results, the following conclusions were derived: 1. The teachers could make sufficient use of the library to enhance their knowledge management and information literacy. For them, instruction on library use and design of reading promotion activities was the professional knowledge that they needed to learn first. 2. The elementary school teachers showed an intermediate-high level of agreement with application of innovative teaching. Books and videos were the library resources they wanted to first integrate into innovative teaching. 3. Among teachers with different individual variables, male teachers with a master’s degree or above had a higher level of knowledge of library use skills. In terms of school variables, teachers in schools located in remote areas and having 1~12 classes had a better level of knowledge of library use skills. 4. A positive correlation existed between elementary school teachers’ library use skills and their application of innovative teaching in all aspects. Based on the above findings, the following suggestions were proposed: 1. The suggestion for elementary school teachers: Library use skills can be properly exploited in instructions and cultivation of the attitude and habit of life-long learning. 2. The suggestion for elementary schools: Teachers’ professional ability of library and information science should be strengthened, and a school culture with innovative teaching and knowledge sharing should be created. 3. The suggestion for the administration of education: Integrated knowledge of the practice and the theories should be offered through advanced training on library use. Besides, support and assistance should be offered to help schools obtain sufficient education resources that facilitate teachers’ teaching and innovations.