本研究以三位高職電腦教師為研究個案，根據教師訪談、課堂教學活動觀察及教師教學文件等資料蒐集方式，針對「知識與學習」、「師生關係」、「學生差異」、「教學歷程」及「評量」等五大教學構面，探究高職電腦教師之教學信念內涵並分析這些教學信念的影響因素。研究結果發現，個案教師認為訓練學生具備電腦操作技能是最主要的教育目標，計概重視學測、程式語言可有可無，教學上強調引起學生的學習動機並重視提供學生實作機會，偏向於不實施合作學習，教學大多以「教師為中心」。認為教科書不符實用上課以自行發展教材為主，他們均認為高職學生缺乏主動的學習態度，均持亦師亦友的態度。而高職電腦教師教學信念受個人因素、受教經驗、教學環境及經驗累積等影響，其中以經驗累積影響最大，而與個案教師先前受教經驗及師資培育課程的訓練對其教學信念影響不大。

This study is to investigate teaching beliefs of vocational high school computer teachers and factors which may result in these beliefs. Three vocational high school computer teachers, who were both experienced and highly recognized, were selected as the research cases. The teaching beliefs were examined from the following five dimensions: knowledge and learning, teaching methods, assessment, individual differences of students, relationship with students. The data collected and analyzed were questionnaires answered by the case teachers, interviews with the case teachers, classroom observations, and teaching materials from these teachers. The results show that the case teachers considered the training of computer operation skills as the most important teaching objective. The Introductory Computer Concepts course was regarded as important for preparing students for their future college entrance exam, while Program Language was seen as less important due to its difficulty to students. They believed that motivating students and providing them practice opportunities were essential in teaching. They were not in favor of cooperation learning. They all wished to keep a good relationship with students- not only be their teacher but also be their friend. The case teachers’ teaching beliefs were influenced by personal factors, previous learning experiences, environments, and teaching experiences. Among them, teaching experiences was the most important factor, while previous learning experiences and knowledge from teacher training course had minor influence.

參考文獻
方逸芸（2000）：國中生活科技教師教學信念及其相關因素之探討。國立台灣師範大學工業科技教育學系碩士論文。
王恭志 （2000）：教師教學信念與教學實務之探析。教育研究資訊，8（2），84-98。
王滿馨（2004）：高工專業學科教師與技術教師教育信念與教學行為之研究。國立台灣師範大學教育研究所碩士論文。
古鈞元（2002）：教師教學信念與資訊科技融入教學─國中地理教師個案研究。國立台灣師範大學資訊教育研究所碩士論文。
朱苑瑜、葉玉珠（2003）：實習教師信念改變的影響因素之探討。師大學報，48（1），41-66。
江月姻（2002）：國民小學教師教學信念之研究─以一個國小教師為例。國立台中師範學院國民教育研究所學校行政碩士論文。
何珮琪（2001）：國中電腦教師實務理論枝個案研究。國立彰化師範大學科學教育研究所博士論文。
何榮桂、吳正己、李忠謀（1995）：我國高級中學電子計算機簡介課程實施現況調查研究。國立台灣師範大學資訊教育系所。
何榮桂、吳正己、賴錦緣、籃玉如（1999）：各國資訊課程概況及其對九年一貫課程的啟示。課程與教學，2（4），p.43~60。
何榮桂、陳麗如（2001）：中小學資訊教育總藍圖的內涵與精神。資訊教育雜誌，85，22-28。
呂玉琴、溫世展（2001）：國小、國中與高中教師的數學教學相關信念知探討。國立台北師範學院學報，14，459-490。
呂佳玲（2003）：台北縣是國民小學教師教學信念與教學承諾關係之研究。國立台北師範學院國民教育研究所碩士論文。
李玉馨、潘麗珠、王秀玲、康瀚文、許力仁、連育仁（2004）：國中國文教師教學信念與教學實踐之調查研究。國立編譯館刊，32（3），26-43。
李佳錦（1994）：國中理化教師的教學信念研究。國立高雄師範大學科學教育研究所碩士論文。
李麗君（1992）：職前教師教學信念及其改變之研究。中學教育學報，9，1-26。
佘曉清（1999）：生物教師的教學信念、教學、與師生互動─個案研究。科學教育學刊，7（1），35-47。
林一鵬、岳修平、曾憲雄、李新林、吳正己、吳宗成、陳年興（1990）：「我國各級學校資訊教育檢討改進研究計畫」成果報告。台北：中華民國教育部。
林芯汝（2001）：溝通式教學法之教師信念與教學行為：以一位國中英語教師為例。國立臺灣師範大學英語研究所碩士論文。
林清財（1990）：我國國民小學教師教學信念之相關研究。國立政治大學教育研究所博士論文。
高慧君、吳正己（2002），美國高中的先修大學電腦科學課程(APCS)簡介。科學教育月刊，247，64-73。
教育部（1998）：職業學校一般科目課程標準暨設備標準。台北，教育部。
郭嘉琪（2001）：國中電腦課程實施現況調查。國立台灣師範大學資訊教育研究所碩士論文。
曾國鴻、薛梨真、羅希哲、黃淑滿（2001）：國中生活科技教師教學信念之學習時機研究。科學教育學刊，9（2），101-121。
曾清一（1999）：教師教學信念、學生主觀知覺對學生學校適應之預測模式研究-以階層線性模式分析。國立台灣師範大學教育心理與輔導研究所碩士論文。
湯仁燕（1993）：國民小學教師教學信念與教學行為關係之研究。國立臺灣師範大學教育研究所碩士論文。
黃敏（1994）：國民小學教師教學信念之研究：以兩名國小教師為例。國立台北師範學院初等教育研究所碩士論文。
甄曉蘭、周立勳、洪美齡 （2003）：國小教師社會科教學信念及其相關因素之探討。教育研究資訊，11（4），25-56。
鍾佑民（1999）：國民小學電腦科教師教學信念、教師期望與教學行為之俗民誌研究。淡江大學教育資料科學學系碩士論文。
藍雪瑛（1995）：我國國民中學國文教師教學信念及形成因素之研究。國立台灣師範大學教育研究所碩士論文。
蘇鳳珠（2002）：國民小學教師建構式教學信念與教學行為之研究。國立台南師範學院國民教育研究所碩士論文。

Abelson, R. (1979). Differences between beliefs systems and knowledge system. Cognitive Science, 3, 355-366.
Ambrose, R., Philipp, R., Chauvot, J., & Clement, L. (2003). A web-based survey to assess prospective elementary school teachers' beliefs about mathematics and mathematics learning: an alternative to Likert scales. In N. A. Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Proceedings of the 2003 joint meeting of PME and PMENA (Vol. 2, pp. 33–39). Honolulu: CRDG, College of Education, University of Hawaii.
Bauch, P. A. (1982). Predicting of elementary classroom teaching practices from teachers' educational beliefs. (ERIC Document Reproduction Service No. ED 226 437)
Becker, H. J. & Ravitz, J. (1999). The Influence of Computer and Internet Use on Teachers’ Pedagogical Practices and Perceptions. Journal of Research on Computing in Education , 31(4), 356-384.
Borg, Michaela (2001). Key Concepts: Teachers' beliefs. ELT Journal, 55(2), 186-188.
Bennett, N. (1976). Teaching styles and pupil progress. Cambridge, MA: Harvard University Press.
Calderhead, J. & Robson, M. (1991) Images of teaching: Student-teachers' early conceptions of classroom practice. Teaching and Teacher Education, 7(1), 1-8.
Clark, C. M., & Peterson, P. L. (1986). Teachers thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255-296). New York: Macmillan.
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educatoinal Research. 38(1), 47-64.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: an introduction to theory and research. Reading, MA: Addison-Wesley.
Brousseau, B.A., & Freeman, D. J. (1988). How do teacher education faculty members define desirable teacher beliefs？Teaching and Teacher Education, 4(3), 267-273.
Julie, T. A. & Pedersen, J. E. (2003). Reforming elementary science teacher preparation: What about extant teaching beliefs? School Science & Mathematics, 103(7), 319-331.
Kennedy, C., & Kennedy, J. (1996). Teacher attitudes and change implementation. System, 24(3), 351-360.
Nespor (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
Pajares, M. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research. 62(3), 307-332.　
Peterson, P. L., Fennema, E., Carpenter, T. P., & Loef, M. (1989). Teachers' pedagogical content beliefs in mathematics. Cognition and Instruction, 6(1), 1-40.　
Reighart, P. R. (1985). A questionnare to assess preservice teacher beliefs about teaching. Unpublished doctoral dissertation. The Ohio State University.
Riel, M. M. & Becker, H. J. (2000, July). The beliefs, practices, and computer use of teacher leaders. Revised version of a paper presented at the 2000 meetings of the American Educational Research Association. (Retrieved July, 2004, from, http://www.crito.uci.edu/TLC/findings/aera/startpage.html )
Shavelson, R. J. & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgement, decisions, and behavior. Review of Educational Research, Winter, 51(4), 455-498.　　
Spanneberg, R. (2001). Teachers’ Beliefs and Practices related to a Professional Development Programme in South African Rural Schools. AARE 2001 International Education Research Conference. University of Notre Dame Australia, Fremantle, Western Australia. December 2001.
Tabachnick, B. R.,& Zeichner, K. M.（1982）. The impact of the student teaching experence on the development of teacher perspectives.（ERIC Document Reproduction Service No. ED 218 251）
Williams, D., Boone, R., & Kingsley, K. (2004). Teacher beliefs about educational software: A delphi study. Journal of Research in Teacher Education, 36(3), 212-229.
Wehling, L. J. ＆ Charters, W. (1969). Dimensions of teacher beliefs about teaching process. American Educational Research Journal, 6(1), 7-29.