新北市國民中學數位學習實施之研究

Abstract

因應COVID-19疫情推動，數位學習成為新趨勢，但在實施上仍面臨環境建置不足、教師數位教學能力待提升、與學習成效關聯不明等挑戰。新北市幅員遼闊，學校規模與型態多元，國民中學階段尤受升學壓力影響，教師推動數位教學意願與資源使用皆有限；為實現數位學習全面推動，應優先釐清國民中學推動困境，並發展合適之推動模式。為探究新北市不同類型國民中學實施數位學習之困難與挑戰，本研究採取焦點團體訪談蒐集資料，首先參考「中小學行動學習準備度」3大面向（支持系統、物件設備及參與人員）及10項指標內容，訂定「新北市國民中學數位學習實施之研究」訪談大綱，進而選取實際參與新北市數位學習相關計畫三年以上之教育局業務主管與承辦人，以及一般地區、非山非市地區及偏遠地區公立國民中學校長、資訊組長及教師，共30人接受訪談，透過8場次焦點團體訪談深入瞭解新北市一般地區、非山非市地區及偏遠地區國民中學實施數位學習所面臨之困難與挑戰。研究結果顯示，新北市一般地區、非山非市地區及偏遠地區國民中學實施數位學習所面臨之共通性困難與挑戰包括：一、數位學習培訓無實質約束力與落實問題。二、校長數位領導力仍待持續精進。三、資訊組長難以兼顧數位學習推廣及資訊技術支援。四、學校行政單位橫向整合不足。五、缺乏數位學習與學生學習成效數據支持。六、平板使用KPI不符教學屬性與差異化需求。七、疫情後教師缺乏數位學習持續推動動機。八、升學壓力影響教師推動意願。九、教師缺乏數位學習課程教學設計之專業知能。新北市一般地區、非山非市地區及偏遠地區國民中學實施數位學習所面臨之差異性困難與挑戰包括：一、非山非市及偏遠地區學校教師流動率高，不利於數位學習教師社群穩定運作。二、一般地區及非山非市地區學校平板設備未能每生1臺，衍生學校載具借用不便利等班級經營問題；偏遠地區學校每生平板設備雖達1臺以上，仍面臨汰舊換新與維修經費問題。三、非山非市及偏遠地區家長對數位學習之關注度較低，連帶影響教師數位教學意願等。最後，根據前揭研究結論提出新北市實施數位學習之相關調整建議與作法，提供中央主管機關、地方政府及學校作為後續制定及實施數位學習相關政策之參考。In response to the surge in digital learning driven by the COVID-19 pandemic, digital education has emerged as a key trend. However, challenges persist in its implementation, particularly in junior high schools in New Taipei City, where issues such as insufficient digital infrastructure, limited teacher competency in digital instruction, and unclear impacts on student learning outcomes remain. This study aims to investigate the difficulties and challenges faced by junior high schools of various types and regions in New Taipei City in implementing digital learning.Using a qualitative approach, eight focus group interviews were conducted with 30 participants, including education administrators and school staff from general, semi-remote, and remote areas who have participated in digital learning initiatives for over three years. The interview protocol was developed based on the three dimensions and ten indicators of the “Readiness for Mobile Learning” framework: support systems, equipment, and personnel involvement.Findings indicate several common challenges, including insufficient enforcement of teacher training, underdeveloped digital leadership among principals, limited capacity of IT coordinators, lack of cross-departmental collaboration, absence of data on learning outcomes, misalignment between tablet KPIs and subject-specific needs, declining post-pandemic motivation, and inadequate professional knowledge in digital curriculum design. Region-specific issues include high teacher turnover in semi-remote and remote schools, inadequate device access in general and semi-remote schools, limited maintenance budgets in remote schools, and low parental engagement in non-urban areas.The study concludes with recommendations to inform digital learning policies and practices at both central and local government levels, as well as for school-based implementation.