國小師培生互動性電子書教學知能與教師自我效能感之關係研究：以教材研發與製作課程為例

Case Study of the Relationship between Interactive E-book Teaching Knowledge and Ability and Teachers’Self-Efficacy of Pre-Service Primary School Teachers: An Example of the Research, Development and Production of Teaching Materials Courses

本研究主要運用教材研發與製作相關課程，探究國小師培生的互動性電子書教學知能與教師自我效能感關係之個案。本研究目的有四點，（一）探究個案國小師培生的互動性電子書「教學知能」與教師「自我效能感」的現況；（二）分析個案學校國小師培生的互動性電子書「教學知能」與教師「自我效能感」兩者之間的差異；（三）探究個案學校國小師培生的互動性電子書「教學知能」與教師「自我效能感」兩者之間的相關、迴歸預測情形；（四）探究個案學校國小師培生的互動性電子書「教學知能」與教師「自我效能感」兩者之間的迴歸情形，研究結果提出國小師培生的互動性電子書「教學知能」與教師「自我效能感」的建議。本研究方法是以量化研究為主，質性研究為輔。經相關分析結果顯示，國小師培生的互動性電子書教學知能與教師自我效能感具有高度顯著相關性；經迴歸分析結果顯示，國小師培生的互動性電子書「教學知能」高度顯著預測「自我效能感」。

The study explored the relationship between ‘interactive E-book teaching knowledge and ability’ and ‘self-efficacy of teachers’ of Primary school student teachers in the ‘Research, Development and Production of Teaching Materials’ Related Courses. Therefore, the purpose of the study was four : (a) to explore the current situation of ‘teaching knowledge and ability’ of the interactive E-book and ‘teachers 'self-efficacy’ of the elementary school student teachers in the case university; (b) to analyze the differences between the interactive E-book ‘teaching knowledge and ability’ and ‘teachers' self-efficacy’ of the elementary school student teachers in the case university; (c) to use the qualitative and quantitative investigation on the differences related regression and prediction circumstances of interactive E-book ‘teaching knowledge and ability’ and ‘ teachers' self-efficacy’ of student teachers of primary school in the case university; (d) based on the above findings, to propose suggestions on the theory and practice of ‘interactive E-book teaching knowledge and ability’ and ‘teachers' self- efficacy’ of student teachers of Primary school. The study methods were case study, qualitative and quantitative research, and the conclusion were as followings: The correlation analysis results showed that the interactive E-book teaching knowledge of elementary school teachers had a significant correlation with teachers' self-efficacy; the regression analysis results showed that the interactive E-book "teaching knowledge" of elementary student teachers’ Effectively predict "self-efficacy."