一般與偏遠地區國小電腦教學現況差異與影響因素分析
劉紹勝
本研究延續蔡依玲（2008）針對國我國國民小學電腦課程教學內涵之研究，旨在進一步探討偏遠地區國小在電腦課程教學內涵上與一般學校之差異及其影響因素，研究分問卷調查及網路論壇等兩階段實施。問卷調查階段所收集之有效問卷共計754份，包括一般學校491份及偏遠學校263份，分佔各該類學校之25.54%及35.97%。網路論壇階段針對問卷調查結果進行了兩項線上座談會，共有80餘位老師上網瀏覽或參與討論，總共發表約500篇文章。經彙整並分析所收集之量化與質性資料後發現，偏遠地區學校在實施電腦課程時，有七項問題明顯較一般地區學校嚴重，包括各班授課內容因教師不同而異、年級間的課程內容未能適當銜接、授課教師資訊專業知識不足、授課教師未能落實教學計畫、電腦數量不足上課時無法一人一機、缺乏經費購置授課所需軟體、以及上課時電腦網路常出狀況等。在授課內容方面，一般與偏遠地區學校所講授之電腦軟體前五名皆為文書處理、網路與郵件應用、作業系統基本操作、簡報製作、及中文打字練習，僅順序略有不同；至於兩類學校在「是否採用自由軟體於電腦課教學」方面並未有顯著差異。一般與偏遠地區學校所講授之電腦概念亦相同，皆為電腦使用規範、電腦使用安全、網路資源的運用、正確使用網路、以及電腦與生活等五項。針對是否在電腦課採用市售教科書，偏遠學校不採用市售教科書顯著高於一般學校。在「師資」方面，兩類學校的電腦教師具資訊相關學位者均未達四成，且偏遠學校顯著低於一般學校，此現象似亦造成偏遠學校在決定電腦課教學內容時，「配合授課教師所具備之專業知能」之因素顯著高於一般學校。對於是否贊成訂定國小電腦教科書送審機制，一般地區與偏遠學校均有超過七成贊成，兩類學校並無顯著差異。

ABSTRACT

An analysis of the differences between remote rural and regular elementary schools in their computer courses
and the influencing factors

Shao Sheng Liu

This study extends the survey research conducted by Tsai (2008) to further investigate the differences between remote rural and regular elementary schools in the implementation of their computer courses as well as the influencing factors that may have caused such differences. A follow-up questionnaire survey and an on-line forum were used to collect both quantitative and qualitative data. The survey generated 754 valid responses, including 491 from regular elementary schools and 263 from remote rural schools, representing 25.54% and 35.97% of the total number of schools in each category. The on-line forum was conducted to solicit opinions and feedback on the survey results from computer teachers in elementary schools. More than 80 teachers participated in the forum and approximately 500 articles were posted. Results of this study reveal that the implementation of computer courses in the remote rural schools encounter significantly more difficulties in seven areas—variation among individual teachers of the same grade in the course content taught, lack of continuity between grades in the course content taught, computer teachers’ lack of professional competence, computer teachers’ inability to carry out the instructional plans, insufficient number of computers to support one-computer-per-student hands-on practice during lab sessions, insufficient funds to acquire software for instructional purposes, and frequent network connection problems during lab sessions. In terms of the content taught in computer courses, the five most-taught software applications in both school categories are basically the same, only differing in priority ranking. They include word processors, Internet browsers and email applications, basic functions of operating systems, presentation software, and Chinese keyboarding. Moreover, remote rural schools do not differ significantly from regular schools in whether free software was adopted as a substitute for commercial software in computer courses. This study also find that both regular and remote rural schools teach computer usage rules, computer usage security, adequate access to web resources, responsible use of the Internet, and computers and everyday life in their computer courses. As for the adoption of computer textbooks, significantly fewer remote rural schools use computer textbooks than regular schools. In terms of teacher qualifications, less than 40% of the computer teachers in both school categories have computer-related college degrees, with remote rural schools showing a significantly lower percentage. This may have accounted for the phenomenon that the professional competence of computer teachers in remote rural schools play a significantly more crucial part in determining the course content taught to the students. Finally, more than 70% of the respondents in both school categories, with no significant difference between them, favor the idea of having computer textbooks reviewed by the government education agency before they are released to the market.

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