近年來，教育部提倡將資訊科技融入教學，此股風潮使得教師的教學模式從傳統的講授教學轉變為數位化的方式。教師為了因應此種學習型態的改變，可以透過培訓的方式使自身的專業知識提升，以適應教學方式的變革。 本研究旨在探討以實體為主線上為輔的模式以及以線上為主實體為輔的模式，對於不同背景的教師各自適合哪種學習模式，以及其在培訓與實踐的過程中所有的情況分析。本研究透過實體課程與線上課程混合比例不同的兩種學習模式進行教師培訓，並使用明日夫子學院系統幫助教師學習以及實踐課程所學。 培訓內容是以明日閱讀為主，明日閱讀是透過身教示範影響孩童的閱讀行為，並透過延伸活動，提升閱讀興趣、培養終身閱讀習慣。本研究對象為桃園市國小教師與行政人員共214名，以及全台夥伴國小教師與行政人員共317名。本研究採用內容分析法及深度訪談，分析作業內容的目的在於瞭解受訪教師之推行明日閱讀的概況，亦整理培訓教師於明日夫子學院社群平台上實際運用情形作為檢驗和增強文件資料之佐證。 研究結果顯示教師較為偏好經驗分享與實踐的課程內容，主要因為教師必須透過實踐才能知道效果，所以需要快速上手的方法，透過汲取學長姊的實作經驗直接應用以免去摸索階段。且多數教師還是較為喜歡以實體課程為主的培訓模式，因為實體課程的互動性較高，能夠面對面進行討論。而影響培訓實踐的因素主要有五種：學校人員、環境、家長、老師的內在因素以及專業社群的支持。其中，老師的內在因素影響力最高，不管其他因素是否充足，只要教師想推行就會自行改變策略，讓活動可以順利發揮效果。 ;Recently, the Ministry of Education advocated to integrate information technology into teaching. This trend lead to a transfer of teaching method from traditional narrative teaching method to a digitized way. In order to deal with the alternation, teachers can hoist their expertise by participating teacher training program. This study aimed to inquiry which teacher training pattern, including face-to-face training program and online training program is most appropriate for different teachers. Through different blending proportion of online and face-to-face training pattern and used a teacher training platform, named “Teacher Academy” to assist teachers’ learning and practicing. The content is based on the Reading of Tomorrow, which aimed to influence students’ reading behaviors by teacher’s demonstration and raise students’ reading interest, cultivate lifelong reading habit by extended activities. The subjects of face-to-face training program were 214 elementary school teachers and administrative staffs from Taoyuan City and The subjects of online training program were 317 elementary school teachers and administrative staffs from partner school across Taiwan. We adapted content analysis method and depth interview. The analysis is mainly about understanding the promotion of the Reading of Tomorrow. Besides, we sort the usage how teachers interact on “Teacher Academy” as our evaluation. The results indicated that teachers prefered real experience sharing and practical curriculum content. By means of learning from the upperclassmen’s experiences, teachers can directly apply to their schools and classrooms. Moreover, most teachers prefered face-to-face training because of the high interactivity and instant discussion. We also found five elements influence the practice, including school staffs, environment, parents, teachers’ internal factors and the support from professional community. Among them, the most influential factors is teachers’ determination. Once the teachers had the determination, they could revise the strategy to make the activity success.
