| 摘要: | 當差異、多元、適性遇上了專業自主，創新成為評鑑教師教學績效的顯學，國小教師在此時代趨勢與社會的期待下，教學的效能面臨史無前例的壓力與挑戰。而教學創新與效能宜從知識分享開始，國小教師正適合利用虛擬社群進行知識分享，來促進創新教學能力及教學效能的提升。另虛擬社群的品質，實是影響知識分享促進教學創新與效能的主要關鍵。基於此，本研究遂以國小教師利用虛擬社群進行知識分享對創意教學行為及教學效能三者之關係為研究焦點，並採以計量檢定分析之研究方法，從Facebook虛擬社群之教學社團中收集樣本資料，再以SPSS 22.0 統計分析軟體為工具，運用描述性統計分析、獨立樣本t 考驗、單因子變異數分析與事後多重比較、皮爾遜積差相關、逐步多元迴歸等方法進行檢定分析。 最後得出本研究的結論為：一、國小教師利用虛擬社群進行知識分享表現屬於中上水準。二、國小教師對創意教學行為的表現屬於中上水準。三、國小教師對教學效能的表現屬於中上水準。四、不同背景變項的國小教師，對利用虛擬社群進行知識分享知覺有顯著差異，僅部分獲得支持。五、不同背景變項的國小教師，對創意教學行為知覺有顯著差異，則大部分獲得支持。六、不同背景變項的國小教師，對教學效能知覺有顯著差異，大部分也獲得支持。七、國小教師利用虛擬社群進行知識分享與創意教學行為具中度正相關。八、國小教師利用虛擬社群進行知識分享與教學效能具中度正相關。九、國小教師創意教學行為與教學效能具有高度正相關。十、國小教師利用虛擬社群進行知識分享與創意教學行為對教學效能具有預測力。
When combining the characters of difference, diversity, adaptability with professional autonomy, innovation has become prominent dimension to evaluate teachers’ teaching performance. For the trend and high social expectation, the issue of teaching effectiveness challenge on elementary school teachers. The issues of teacher’s creative teaching and effectiveness was explored by knowledge sharing among teachers by using the virtual communities, promoting teachers’ creative teaching and teaching effectiveness. Concerning these issues, the quality of virtual community is critical. Therefore, this study focused on the relationship among elementary school teachers’ knowledge-sharing, creative teaching and teaching effectiveness by means of the platform of virtual community. The study adopt calibration method concerning to analyze the collected sample data from the teaching community virtual community of Facebook. With the statistical analysis of SPSS 22.0, the calibration methods comprise Descriptive Statistics, simple t-test, one-way ANOVA, Scheffe’ method , Pearson’s correlation analysis and Regression. The result of the study showed that elementary school teachers’ performance on 1)virtual community knowledge sharing, 2)creative teaching and 3)teaching effectiveness are all above average. Besides, with regard to the analysis of elementary school teachers’ psychological capital questionnaires, the result showed that 4)few respondents supported the significant differences among teachers’ virtual community knowledge sharing performances; while most of respondents advocate that 5)the differences among teachers’ creative teaching performance and 6)teaching effectiveness are significant. Besides, the moderately positive correlated relationship exists between elementary school teachers’ virtual community knowledge sharing performance and 7)teachers’ creative teaching as well as 8)teachers’ teaching effectiveness. Furthermore, 9)the relationship between teachers’ creative teaching and teaching effectiveness is highly positive correlated. 10)Based on examining how elementary school teachers’ performance on virtual community knowledge sharing and teachers’ creative teaching predict teachers’ teaching effectiveness, the ability to problem solving and stimulating imagination was the most predictable. |
