國家教育研究院

　　本研究以國民中學英語數位教科書為例，與國中現職教師及學生合作，依照外語教學 與平板電腦行動學習的特性，透過「設計研究法」（design-based research, DBR）設計教學 模式原型，在教學現場進行實測、驗證與修正，以探討應用數位教科書於國中英語教學之 相關議題。透過質性資料收集與分析，本研究提出「個人載具學習」、「師生互動學習」、 「群體協作學習」與「綜合回歸學習」四個面向與其教學模式原型，並綜合提出以教師專 業為主，本於「科技學科教學知識」（Technological Pedagogical Content Knowledge, TPCK） 的數位教科書應用架構相關討論與結論，提供後續研究參考。本研究提出政策建議參考如 下：

一、英語數位教科書的現場運用仍需相關配套，如個人載具提供與維護、軟體建置與學習 功能設計、學校教學現場的搭配與課程融入等。

二、英語數位教科書的教學實施需要教師高度專業成長做為準備，本研究提出教師應本於 「科技學科教學知識」(TPCK)的架構增進以學科教學為基礎之科技使用能力。

三、英語數位教科書的設計原則應回歸語言教學本質，提升使用者語言運用與互動，甚至 促進高階思考能力來應用英語進行溝通、合作、解決問題等，並提供教師彈性空間納 入教學創意與客製化的可能。

This research study adopts “design-based research”(DBR) as a research method to examine how English digital textbooks can be used in current junior high school settings in Taiwan. Related issues, implications, and initial frameworks are offered after English digital textbooks are tested in real classroom settings. Findings include issues of advantages and difficulties of the application, the four dimensions of the design prototypes, as well as an overall structure based on technological pedagogical and content knowledge (TPCK) of the teachers. This study concludes that proper applications of digital textbooks be carefully designed based on TPCK to facilitate learning. This study proposes three suggestions for educational policy：

1. The implementation of digital textbooks in English teaching has to be facilitated by several key issues, including the offering and maintenance of mobile devices, the learning design of the software, as well as the integration of school curriculum and teaching settings.

2. The implementation of digital textbooks in English teaching is highly related to teachers’ professional development in “technological pedagogical and content knowledge” (TPCK), which based on subject matters.

3. The implementation of digital textbooks in English teaching should return to the essence of language learning, which interactions and applications of language learners are emphasized. It can also foster higher skills of communication, collaboration, and problem-solving through English learning. Besides, the possibilities of teachers’ creativity integration and customization based on different learners should be considered.