本研究旨在針對國文科教師之專業需求發展電腦知能訓練教材，俾使國文教師所受之電腦知能訓練得以切合其工作所需，並能藉此提升其將電腦科技融入國文科教學之意願與能力。我們邀請了十八位教學經驗豐富且具有電腦基本素養之國文教師組成本研究所採用之大慧調查研究之專家群。在四回合的問卷調查過程中，十八位專家回答了關於國文科教學實施現況、教材教具使用情形、教師工作內容、以及資訊科技融入國文科教學之可行性等相關問題。我們根據彙整後之專家意見歸納出九十項國文教師工作項目，並請專家針對每一工作項目是否需要電腦輔助進行需要性評等。我們接著選取其中評等較高之工作項目進行訓練教材架構設計，從而規劃出67個訓練單元。我們隨後選出其中八個單元進行教材製作。在教材架構設計與單元內容製作上，本研究以「教學工作導向」、「組裝式設計」、及「多元化應用軟體」等理念做為設計原則。八個訓練單元之教材製作過程中，我們商請五位國文教師擔任顧問，請其針對教材中之教學活動設計、範例練習、和議題討論等項目提出專業建議，並提供製作教材範例所需之國文科教學資源。所完成之八個訓練單元隨即在台北縣立海山高中進行試用。試用本教材之海山高中教師對於教材內容與訓練課程實施方式普遍感到滿意。本研究另行邀請了八位學者專家（包括兩位國文科教材教法學者、兩位資訊教育學者、與四位資深國文教師）協助審查我們所編製之訓練教材。從中所獲得之專家審查意見將做為我們未來製作其他訓練單元之重要參考。

The objective of this research is to tailor the design of computer training material to the needs of Chinese language arts teachers such that the training they receive will be conducive to effective use of technologies in their work, especially in integrating information and communications technologies (ICT) into Chinese instruction. Eighteen experienced Chinese language arts teachers were invited to form the expert panel for the Delphi survey administered in this research. Through four rounds of the questionnaire survey, the 18 experts were asked to describe current instructional practices of Chinese language arts, uses of teaching aids, the professional tasks they routinely performed, and their perspectives on the probable uses of ICT in Chinese instruction. Their responses were compiled and organized into a list of 90 task items. We then asked them to assign a rating of 1.0 (least important) to 5.0 (most important) to each task item, indicating how important they thought that each task was in need of ICT support. The higher rated items were selected and organized into 67 training units, from which we then selected eight units for training material development. Five Chinese teachers served as our consultants while we were developing the training material. Field test of these eight units at Hai San High School revealed that most participating teachers considered our training material well designed and useful. After we revised the content of those training units to accommodate the feedback given by the participating teachers, the units were then sent to eight reviewers, including two computer education researchers, two Chinese language arts educators, and four experienced Chinese teachers, for further comments. Their comments will be a valuable reference when we develop the remaining training units in the future.

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