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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/64453

    Title: 國小客語教師應用網路教學現況研究-以桃園縣客家文化重點發展區為例;A study of the Current Application of online Teaching by Teachers of Hakka language education by elementary school -Taoyuan County area focus on the development of Hakka culture
    Authors: 沈于瑞;Shen,Yu-jui
    Contributors: 客家研究碩士在職專班
    Keywords: 網路資源;客語教學;應用網路教學;Internet resources;Hakka language teaching;Internet base teaching
    Date: 2014-06-20
    Issue Date: 2014-08-11 18:24:31 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 本研究旨在探討國小客語教師應用網路教學之現況,並探討客語教師應用網路教學在教師資訊素養、認知態度、教學設備、教材資源及行政支持等情形,從整體構面進行分析說明,再依據學校情境變項和教師個人背景變項分析其差異情形。本研究採問卷調查及訪談法,使用「國小客語教師應用網路教學現況調查問卷」作為研究工具,對桃園縣客家文化重點發展區內國小客語教師進行層級抽樣,共發出問卷232份,回收有效問卷217份,調查結果以描述性統計、t考驗(t-test)、單因子變異數分析(ANOVA)、Pearson積差相關等統計方式加以分析;並以立意抽樣的方式,抽取5位客語教師進行訪談。
    ;The purpose of this research is to investigate current situation of utilizing Internet resources on Hakka language education by elementary school Hakka language teachers, and to explore it by network information literacy, cognitive attitude, teaching equipment, education materials and administrative support. Base on the analysis of those aspects to test for differences among the school situation variables and teachers′ personal background variables. Questionnaire and Interview techniques are used in this research. Questionnaire of “The status of using internet resources in your Hakka language course” used as a research tool. Stratified random sampling method used on Hakka language teachers whom work for selected elementary school which located in Taoyuan County Hakka culture development zone. There are 232 questionnaires had been issued and resulted 217 valid samples. Raw data are analyzed by descriptive statistics, t-test, One-way ANOVA (Analysis of Variance) and Pearson product-moment correlation methods; There are 5 Hakka language teachers are selected by “Purposive sampling” method for interview technique.
    The research findings:(1)Most of Hakka language teachers are able to find some specific resources from Internet, and have the ability to use Internet resources in Hakka language cause, and to strengthen their ability to develop a Hakka language education materials by information technology is necessary.(2)Most of Hakka language teachers recommend to adopt internet information technology into Hakka language learning activities. The Higher education teachers also have higher ability to retrieve instruction resources from internet.(3)For teaching equipment: It is a common scenario to have a computer in the classroom. Its capability of Internet access is able to meet Internet application educational activity in most of area, but it could be insufficient in some rural areas.(4)For education materials resources: Publishers′ multimedia learning materials usually be used by teacher directly. They may not be able to provide related good Internet resources list to learner because of time constraint or resource limitation.(5)For the Administrative support: Most teachers are satisfied to get enough support for Internet applications teaching included the purchase of media devices, they are also encouraged to use Internet resources in teaching, but they may not have enough related training activities and willingness to participate yet.
    Appears in Collections:[客家研究碩士在職專班] 博碩士論文

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