我國資訊教育政策推動對中小學教師心理衝擊之研究：紮根理論研究取向   免費試閱

A Research on Psychological Impacts upon Junior High School and Elementary School Teachers While Promoting Information Education Policy in Taiwan: A Grounded Th eory Orientation

本研究旨在瞭解中小學教師面對資訊教育政策推動之心理衝擊情形及適應的歷程。以中小學教師為研究參與者。採用紮根理論研究法，進行深度訪談、開放性編碼、主軸編碼及選擇性編碼，最後產生故事線，形成相關理論。以Atlas.ti質性分析軟體進行分析，獲知在資訊教育政策推動之下，中小學教師少數人會有消極抗拒與積極進取的心態，大多數人是心存觀望但願意學習的心態；經過個別到普遍、目標導向及循序漸進的推動歷程後；產生坦然接受、願意運用及願受挑戰的心態。

This research aimed to understand the psychological impact and process of adaptation of junior high school and elementary school teachers when promoting information education policy in Taiwan. Junior high school and elementary school teachers were research subjects. This research adopted grounded theory， in-depth interviewing， open coding， axial coding， selective coding， and finally produced a story line to form related theory. Atlas.ti qualitative analysis software was applied to conclude that when information education policy was promoted， few of junior high school and elementary school teachers would passively resist or aggressively proceed. Most of them would look on but willing to learn. After the process from the particular to the common， object orientation， and proceeding in an orderly way， resisting teachers changed to accept and willing to accept challenge.