[[alternative]]An action research on integrating information technology into the elementary school's science and technology instruction

[[abstract]] 本論文研究之目的在配合九年一貫課程的理念，探討在研究個案學校現有環境下實地施行資訊科技融入自然與生活科技領域教學所應用的教學模式、遭遇的問題與解決方法，並記錄教師與學生的感受與省思。 本研究針對研究個案學校五年級其中一個班級，選擇自然與生活科技領域教材中「天氣的變化」、「星星的運行」和「生物的分類」等三個單元，實施資訊科技融入教學的實驗課程。在研究設計方面採協同行動研究的方式，透過循環檢證和以問題解決為主的研究歷程，分為發現問題、界定問題、擬定行動研究方案、採取行動、資料分析與處理，作出結論、撰寫論文等步驟，配合貫穿整個研究歷程的文獻探討與蒐集資料進行研究。研究群透過上課錄影、訪談、教學省思札記、觀察筆記、學生學習日誌、問卷等多種方式來搜集資料，並在每一單元結束後依據回饋結果修正下一單元教學活動設計。 在本研究三個實驗單元實施歷程中，為因應不同的教學目標與活動設計需求而分採不同的教學媒介（教室電腦、單槍投影機、小組電腦）與教學場域（一般教室、電腦教室、視聽教室、自然教室）進行教學。教學媒介與教學場域的不同亦產生了不同的資訊科技融入教學模式、優缺點與待解決的問題。面對問題，研究群透過不斷的反省與思考，尋求改進的方法，並以實際行動嘗試解決教學的困難。教學後，學生對於資訊科技融入自然科教學大都抱持正向肯定的態度，並認為可以增加對自然科與電腦的學習興趣與能力。 [[abstract]] The purpose of this study was to investigate what were the teaching models based on the Grade 1-9 Curriculum approaches that the teacher applied to integrate information technology into science and technology instruction in a selected elementary school. It also helps explore the problems found during the teaching process and provides efficient solutions to the problems as well. One of the class in the fifth grade and three of the units--“The Change of Weather”, ”The Stars Movement”, ”The Classification of Biology” in science and technology instruction were selected for the experiment at courses of integrating information technology into instruction. The method of collaborative action research and a cycle justification and problem solving process were used in the research. The main process was including discovering problems, defining the problems, planning the action research project, executing the plan, data collection and processing, getting the conclusion. Data were collected by video tapes, interview, teaching journal, observation notes, students learning journal and questionnaire. The next new unit of teaching activity was designed according to the feedback from the preview teaching unit. For adapting instruction to different educational goals and needs, the researcher used different media (e.g. classroom-computer, overhead projector, group-computer), in various teaching environments (e.g. general classroom, AV-classroom, natural science classroom). The results were: different media and teaching environments could generate different integrated teaching models, and their advantage and shortcoming were found respectively.