Environmental Education;Environmental Films;Information Literacy;Technology Acceptance Model
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Abstract[[abstract]]因應國際環境教育潮流，環境教育成為九年一貫課程重大議題之一；而科技進步，多元化教學方式成為主流，教師常有使用影片融入教學的經驗，以增進孩子的學習興趣。教師在科技化的教學過程中扮演重要的領航角色，是資訊科技融入教學的關鍵因素。本研究目的在了解教師對於使用環保影片融入教學的看法，並根據科技接受模式設計問卷，探討影響教師使用環保影片之行為的相關因素。研究方法以問卷調查分析為主，輔以訪談資料，對象為大台南國小教師。研究結果顯示：1. 教師一致認為環保影片應表現環境遭受到的問題、提供大眾解決環境問題的方法、表現出環保生活、與介紹資源回收，而影片內容則不一定真實。2. 教師普遍給予環保影片正面評價，願意在課程時間許可時播放環保影片。3. 影片內容是否配合課程需要，是教師們最重要的考量；希望片長時間在25分鐘以內；而選擇類型以動畫片居冠。4. 男性國小教師於環保影片的「知覺易用性」的平均數顯著高於女性國小教師；而「使用影片經驗」與「資訊素養能力」對環保影片的知覺有用性、知覺易用性、使用態度、行為意向皆呈顯著差異。5. 國小教師「資訊素養」與環保影片「知覺有用性」、「知覺易用性」、「使用態度」，及「行為意向」五者之間，有顯著正相關。6. 不同集群教師對使用環保影片的偏好不同。7. 環保頻道宣傳不足。根據以上結論，建議相關單位多方面辦理增強教師資訊素養與電影教學能力的研習，精進教師的資訊能力與使用影片教學的策略，並多加宣傳環保頻道，將有助於提升教師對環保影片融入教學的接受度。
[[abstract]]Responding to the global trend of environmental education, environmental education has become one of the important issues in Grade 1-9 Curriculum. With the innovation of technology and the mainstream of multiple teaching methodologies, teachers often have the experience adopting film integrated instruction to increase children’s learning interest. Teachers therefore play a steering role in the technology-oriented teaching - the key factor of technology integrated teaching. This study aims to investigate teachers’ view on the application of film integrated instruction and, adopting Technology Acceptance Model to design a questionnaire, to evaluate the factors associated with teachers’ usage of environmental protection films. This study is proceeded mainly by questionnaire and supplemented by interview, using the elementary teachers in Tainan as the sample. The findings were as follows: 1. All teachers agreed that the environmental films should reveal the environmental issues, providing the public means to resolve environmental problems, presenting eco life and introducing recycling. However, the film content does not necessarily have to be true.2. Most teachers gave positive feedback for environmental protection films and are willing to play them if class time permits. 3. Whether the film content meets the curriculum needs is the teachers’ main concern. A film within 25 minutes is preferred. In terms of film types, animated films rate as first.4. The perceived ease of use for the male teachers in the usage of environmental protection films in average is remarkably higher than the female teachers; teachers’experience using environmental films and information literacy also lead to significant difference between perceived usefulness, perceived ease of use, attitude towards the usage, and perceived behavioral control.5. There is positively evident correlation between the five factors of elementary teachers’ information literacy, perceived usefulness, perceived ease of use, attitude towards the usage, and perceived behavioral control of the environmental films6. Different groups of teachers have different preferences for the usage of environmental films.7. Unsuccessful promotion of environmental protection channels.Based on the conclusions made above, related units are suggested to increase workshops associated with teachers’ information literacy and film-oriented instruction so as to refine teachers’ information literacy and strategies for integrating environmental films into teaching. Furthermore, more promotion of environmental protection channels will be beneficial and will enhance teachers’ acceptance on the integration of environmental films into teaching.