臺灣高中資訊科技課程實施現況調查

Abstract

本研究旨在探討108資訊科技課綱實施現況，聚焦於課程安排、教學實施、教材資源、運算思維教學與新興議題等面向。研究採問卷調查法，以北北基地區公立高中為範圍，針對正式編制且實際授課之資訊科技教師進行抽樣調查，共回收有效樣本31份，28個學校教師填答。研究發現，85.7%學校於高一開設資訊科技必修課，82.2%學校每週連排兩節課；選修課有82.2%學校每學期或每學年開設。半數學校指出師資不足，而以超鐘點（85.7%）、代理（50%）或兼課教師（35.7%）補足授課需求，惟聘任之代理與兼課教師均具備資訊專長登記之學校只有20%。教學實施方面，課綱學習內容有關程式設計與演算法之教學深度明顯較高，系統平台相對較低。教材資源方面，90%教師對目前審定教科書表示滿意，使用教學資源以出版商配套為主，線上教育平台使用率相對較低。實施課程時則面臨學生程度差異、教學時數不足與設備限制等挑戰；對生成式AI之教學潛力多持正面看法，惟仍期待更多支援與培訓。本研究建議未來課綱修訂與教學支援策略上，應更貼近現場需求，並強化新興科技導入所需之師資培訓與教材設計，以提升資訊科技教育之實施效能與教學品質。This study investigates the implementation of Taiwan’s 108 Information Technology (IT) Curriculum Guidelines, focusing on curriculum arrangement, teaching implementation, teaching resources, computational thinking, and emerging issues. A questionnaire survey was conducted with regular IT teachers in public senior high schools across the Taipei, New Taipei, and Keelung areas. A total of 31 valid responses were collected from teachers at 28 schools. Results show that 85.7% of schools offer the required IT course in the 10th grade, with 82.2% scheduling two consecutive periods per week. 82.2% of schools provide elective IT courses either each semester or annually. Half of the schools reported insufficient full-time IT teachers, with most relying on overtime teaching (85.7%), contract (50%), or adjunct teachers (35.7%); however, only 20% of such schools reported employing contract or adjunct teachers with certified IT qualifications. Teaching content related to programming and algorithms was covered in greater depth, while system platform topics were less emphasized. Regarding teaching resources, 90% of teachers expressed satisfaction with approved textbooks, with most relying on publisher-provided materials; the use of online platforms was relatively low. Challenges identified include varying student ability levels, limited instructional time, and insufficient equipment. While teachers generally held positive views on the potential of generative AI in education, they also expressed a strong need for further support and training. This study suggests that future curriculum revisions and teaching support strategies should better align with classroom needs and enhance teacher training and material development for emerging technologies.