桃園市國小英語教師使用數位教學資源的現況與需求

The Current Status and Needs of English Teachers in Elementary Schools in Taoyuan City Regarding the Use of Digital Educational Resources

隨著網路與AI的熱潮，英語教師使用電子教科書或數位平臺教學日益普遍，本研究在瞭解桃園市國小英語教師使用數位教學資源的現況、教學助益與需求。透過自編問卷進行調查，發出238份線上問卷，回收182份，回收率76.5%。以描述性統計、獨立樣本t檢定、單因子變異數分析、Pearson積差相關進行分析。研究發現：（一）教師多數以使用電子教科書為主，數位平臺的功能呈現「用者重度使用，不用者恆不使用」的現象。（二）教師認為「連結」（connect）構面的助益與需求最高，「省思」（reflect）構面的助益與需求則較低。（三）教師在「組織」（organize）構面的需求高於其對教學助益的認同，而在「延伸」（extend）構面則相反。（四）級任教師的教學助益及需求皆高於兼任行政與科任教師。（五）中年級教師使用頻率、助益及需求較高（六）教師使用「周邊資源」頻率愈高，教學助益及需求也愈高，呈現中度正相關。

With the rise of the internet and AI, English teachers increasingly use electronic textbooks and digital platforms for instruction. This study examines the usage, teaching benefits, and needs of digital educational resources among elementary school English teachers in Taoyuan City. A self-developed questionnaire was distributed to 238 public elementary-school English teachers online, and 182 were returned, with a response rate of 76.5%. Analysis included descriptive statistics, independent samples t-test, one-way ANOVA, and Pearson correlation coefficient. Key findings include: 1. Teachers primarily use electronic textbooks. New features on digital platforms are either heavily used or not used at all. 2.“Connect”aspect is the most beneficial and in demand;“Reflect”aspect has limited benefits and lower demand. 3. Demand for“Organize”aspect exceeds perceived benefits, while“Extend”aspect is the opposite. 4. Homeroom teachers perceive greater teaching benefits and demand compared to both administrative and subject teachers. 5. Middle-grade teachers use digital educational resources significantly more and find them more beneficial and in higher demand. The perceived teaching benefits and demand are generally lower among senior-grade teachers. 6. Frequency of use correlates positively with both perceived benefits and demands for“supplementary resources.”