本研究為國小遠距教學與數位學習轉型之個案研究。研究動機在於 2019 年全球爆發新冠肺炎疫情後，發現教師由實體教學改為線上教學當 中，存在許多值得探討的問題，因此希望透過研究了解教師實施遠距教 學之困境與解決之辦法。本研究以國小教師為研究對象，從教學者的角 度與訪談對象的遠距教學歷程，透過質性研究半結構性訪談之方法再深 入探討遠距教學動機、教學先備經驗，遠距教學歷程，並且詳細記錄教 學者如何獲取與應用數位學習資源。 研究結果歸納分析顯示，教師遠距教學軟體或平台採用的影響因素 是:(1)教師個人因素;(2)課程因素;(3)網路與設備因素。教師準備遠 距教學教材與應用線上教學相關資源之方法是:(1)參與增能研習;(2)網 路自學;(3)加入社群團體;(4)尋求他人協助。教師遠距教學挑戰是: (1)網路頻寬不同;(2)課前準備較複雜;(3)作業與評量不易。對於學校 數位轉型之影響是:(1)遠距教學普遍提升教師資訊科技操作能力;(2)改 變教師面對遠距教學的態度，體認科技與教學必需結合、教學可以透過 網路以科技的方法呈現;(3)各地教育單位亦積極推動遠距教學;(4)學校 與教師要有共同理念，也必需讓家長與學生了解遠距教學應有的態度與 正確的方法，才有助於遠距教學之推動。 This research is a case study of the transformation of distance teaching and digital learning in elementary schools. The motivation of the research is that after the global outbreak of the new crown pneumonia epidemic in 2019, it was found that there are many problems worth exploring in the teachers' change from physical teaching to online teaching. Therefore, we hope to understand the difficulties and solutions of teachers' implementation of distance teaching through research. This research takes elementary school teachers as the research object, from the perspective of the teacher and the distance teaching process of the interviewees, through the method of qualitative research and semi-structured interview, and further explores the motivation of distance teaching, prior teaching experience, distance teaching process and document in detail how educators acquire and apply digital learning resources. The inductive analysis of the research results shows that the influencing factors of teachers' distance teaching software or platform adoption are: (1) personal factors of teachers; (2) curriculum factors; (3) network and equipment factors. The methods for teachers to prepare distance teaching materials and apply online teaching related resources are: (1) participating in empowerment studies; (2) self-study online; (3) joining community groups; (4) seeking help from others. The challenges of distance teaching for teachers are: (1) different network bandwidth; (2) more complicated preparation before class; (3) difficult homework and assessment. The impact on the digital transformation of schools is: (1) distance teaching generally improves teachers' information technology operation ability; (2) changes teachers' attitude towards distance teaching, realizing that technology and teaching must be combined, and teaching can use technology through the Internet (3) Educational units in various regions are also actively promoting distance teaching; (4) Schools and teachers must have a common philosophy, and parents and students must also understand the proper attitude and correct methods of distance teaching. in the promotion of distance learning.
