高中職教師GIS研習推廣之探索性研究

Abstract

隨著資訊科技的發達和地理教育改革，地理資訊系統(GIS)在高中職地理教育的重要性也越來越高。教育部公布的88課綱，首次將GIS概念納入地理課程中，更在95和99課綱中納入GIS為高一的必修。課綱變革反映了地理教育的教學創新和GIS在地理教育的重要性。 為了讓現職高中職地理教師能在最短時間內瞭解GIS課程的內容，舉辦研習是很有效的策略之一。GIS研習提供Know-how知識的傳授，也扮演創新概念的傳播。本研究主要的目的是探討高中職學校GIS研習推廣的情形，研究資料是教育部委託臺大地理系於2003年到2010年執行高中職地理科融入課程的教師研習。 以往教師研習的研究多使用問卷調查法，研究領域著力於研習「內容」、「成效」、「需求」和「參與動機」。而國內針對地理相關研習的研究仍然是付之闕如。因此本研究嘗試將GIS研習視為「創新」，以Rogers針對創新採用者的分類為研究基礎，探討內部因素學校屬性和外部因素研習舉辦單位的策略和教育環境等因子對於學校接受GIS研習的時間先後的差異，即創新性的不同。研習參與者資料結合外部因素和內部因素的資料經過探索性分析，獲得的研究結果如下： 1. 外部因子造成GIS研習創新擴散S曲線呈現「慢-快-慢-快」的變化趨勢，如地理課綱、研習策略和內容的改變與優質學校補助計畫。 2. 公立高中是參與研習的主體，公立高中最具有創新性，在研習的參與上擔任創新先驅者和早期接受者；私立高中在研習的參與上是晚期採用群和落後者。 3. 高中入學分數、地理師生比和地理學科規劃的差異造公立和私立學校與高中和高職對於GIS研習創新性的不同。 4. 創新的擴散途徑大致為：從公立高中到私立高中、從種子學校到非種子學校、從都會地區到非都會地區。

With the development of information technology and reforms in geography education, Geographical Information System (GIS) gradually obtains a more important role in Taiwan’s senior high school geography education. In 1996, GIS concept was incorporated into the geography curriculum guideline for the first time in Taiwan. It further became a required course in the 2006 and 2010 curriculum guideline. This change reflects the gradual adoption of the GIS technology in geography education. The crux of this thesis therefore lies in exploring the mechanisms that help GIS, as a kind of innovation, diffuse in Taiwan’s geography education. As GIS in-service training programs have become one of the main ways for senior high school teachers to be familiar with GIS, I focus on exploring these in-service training programs, uncovering how and why teachers and their schools join these programs. The data is gleaned from the in-service programs held by the Department of Geography at National Taiwan University from 2003 to 2010; all of them were sponsored by Taiwan’s Ministry of Education. The following conclusions can be made after my analysis: 1. Most adopters are public senior high schools. They demonstrate high level of innovativeness and act as innovators and early adopters. Private senior high schools act as late majority and laggard. 2. Public senior high schools adopt GIS in-service programs much easier and earlier than private senior high schools. This variation can be explained by the different conditions that schools have, such as enrollment criteria and the ratio between geography teachers and students. 3. Senior high schools adopt GIS in-service programs much easier and earlier than vocation schools. This variation can be explained by the different conditions that schools have, such as course arrangement. 4. GIS is diffused from public senior high schools to private senior high schools, from GIS seed schools to non-GIS seed school, and from urban area to suburban area.