國中生活科技教師對專業核心能力的重要性與表現程度的看法之研究

Abstract

因應十二年國民基本教育的推行，科技教育的教學重點有所改變，科技教師在教學時所需具備的能力也產生了變化。本研究欲透過IPA問卷調查現職生活科技教師，對於教師核心能力中的科技教學能力的看法與感受，探討重要度與表現程度的落差，以了解生活科技實施的現況。本研究針對生活科技教師專業核心能力的其中一個面向—「科技教學能力」進行調查。問卷具有良好的信度及效度，發放的方式採用便利抽樣，透過與科技中心相關的活動進行發放，共收回70份有效問卷。問卷的分析方法採用描述性統計、單因子變異數分析、重要性-表現程度分析等。根據研究結果顯示，教師認為為最重要且表現程度最佳的能力為「具備規劃、管理及維護科技教室的能力」，而重要性及表現程度最低分地為「具備發展課程與教材、有效運用各項教學策略的能力」。剖析教師對專業核心能力指標的重要性與表現程度之落差，可以發現教師最需要加強的為「引導學生進行整合思考，執行專題式或問題解決導向課程」的能力。依據前述建議，可作為未來提升生活科技教師專業核心能力之重要參考依據。

In response to the implementation of the Curriculum Guidelines of 12-Year Basic Education, the focus of technology education has changed, and the competencies required for technology teachers in their teaching have also evolved. This study aims to investigate the views and perceptions of current Technology teachers regarding their technological teaching abilities through an Importance-Performance Analysis (IPA) questionnaire. The study explores the gap between the importance and performance levels to understand the current state of technology education implementation. This research specifically examines one aspect of the core professional competencies of Technology teachers: “technological teaching abilities.”The questionnaire, which has good reliability and validity, was distributed using purposive sampling through activities related to the technology center, resulting in 70 valid responses. The methods used for questionnaire analysis include descriptive statistics, one-way ANOVA, and IPA analysis. According to the research findings, teachers consider"the ability to plan, manage, and maintain technology classrooms" as the most important and best-performing competency. In contrast, "the ability to develop curriculum and teaching materials, and effectively utilize various teaching strategies" received the lowest scores in both importance and performance. Analyzing the gap between the importance and performance levels of the core professional competencies indicators, it shows that the ability teachers most need to improve is "guiding students in integrated thinking and conducting project-based learning or problem-based learning." Based on the aforementioned results, it can serve as an important reference for enhancing the professional competencies of living technology teachers in the future.