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| Title: | 國民中學數據文化指標與權重體系建構之研究：模糊德懷術與層級分析法之應用
Research on the Construction of Data Culture Indicators and Weight System in Junior High Schools: Applications of the Fuzzy Delphi Technique and Analytic Hierarchy Process |
| Authors: | 潘姿伶
Pan, Tzu-Ling |
| Contributors: | 張奕華
Chang, I-Hua
潘姿伶
Pan, Tzu-Ling |
| Keywords: | 數據文化
國民中學
指標建構
權重體系
Data culture
Junior high school
Indicator construction
Weight system |
| Date: | 2025 |
| Issue Date: | 2025-07-01 14:13:32 (UTC+8) |
| Abstract: | 本研究旨在建構國民中學數據文化指標及其權重體系。首先，採用模糊德懷術，邀集15位具備教育領導或數據應用實務經驗之專家學者進行問卷審題、指標篩選與建構。其次，透過層級分析法進行權重評定，建立各項指標之相對重要性排序。最後，建構國民中學數據文化整體指標權重體系。根據研究結果，獲致以下結論：
一、本研究所建構之「國民中學數據文化指標體系」共包含五大構面與43項具體指標。
二、五大構面依其重要性排序，分別為：「數據素養」（31.1%）、「數據應用」（28.7%）、「數據效益」（17.0%）、「數據管理」（16.3%）以及「數據創新」（6.8%）。
三、各構面中最具代表性之指標如下：
（一）「數據素養」構面以指標1-1「教師能運用數據設計教學計畫，提升課程內容與學習策略的精準性」（21.1%）為最重要指標。
（二）「數據管理」構面以指標2-2「建置完善的資訊安全與維護系統，保障數據安全」（13.1%）為最關鍵指標。
（三）「數據應用」構面以指標3-2「教師應用數據為學生提供個別化學習的支援，確保學生在學習過程中能獲得合適之教育資源」（15.3%）為最具代表性指標。
（四）「數據效益」構面以指標 4-1「運用數據文化，促進學校使命與願景達成，推動學校良好文化的發展與共同目標的落實」（30.2%）為最核心指標。
（五）「數據創新」構面則以指標 5-1「教師運用數據創新科技於課堂教學中，提升教學互動與學習效果」（22.9%）為最具指標性項目。
國民中學數據文化整體指標之權重排序前五項分別為：指標 1-1「教師能運用數據設計教學計畫，提升課程內容與學習策略的精準性」（6.5%）、指標 3-2「教師應用數據為學生提供個別化學習的支援，確保學生在學習過程中能獲得合適之教育資源」（4.4%）、指標 3-3「學校應用數據改善教育資源分配，確保資源的使用效率與公平性」（4.0%）、指標 3-5「學校運用數據以支持教師專業發展，提升教師對數據應用的理解與反思能力」（3.6%），以及指標 3-9「學校應評估數據應用對弱勢或特殊群體的影響，確保教育資源分配和決策過程的公平性與包容性」（3.6%）。此一結果顯示教師教學應用與學生學習支持為整體數據文化指標體系中最為關鍵之焦點領域。
本研究所建構之指標體系兼具理論深度與實務導向，期能提供教育主管機關、國民中學校長及行政團隊推動數據文化之具體依據，並作為未來研究發展之參考基礎。
This study aims to construct an indicator and weight system for data culture in junior high schools. First, the Fuzzy Delphi Method was adopted to invite 15 experts with practical experience in educational leadership or data application to review questionnaires, screen indicators, and establish the initial framework. Second, the Analytic Hierarchy Process （AHP)was used to assess the weights of each indicator and determine their relative importance. Finally, the overall weighted indicator framework for junior high school data culture was constructed. Based on the research findings, the following conclusions were drawn:
1.The constructed "Data Culture Indicator System for Junior High Schools" consists of five dimensions and 43 specific indicators.
2.The five dimensions, ranked by importance, are: "Data Literacy"（31.1%）, "Data Application"（28.7%）, "Data Value" （17.0%）,"Data Management"（16.3%）, and "Data Innovation" （6.8%）.
3.The most representative indicators within each dimension are as follows:
（1） In the Data Literacy dimension, indicator 1-1 "Teachers can use data to design instructional plans to enhance the accuracy of curriculum content and learning strategies" （21.1%） ranked highest.
（2） In the Data Management dimension, indicator 2-2 "Establish a comprehensive information security and maintenance system to ensure data safety"（13.1%） was the most critical.
（3） In the Data Application dimension, indicator 3-2 "Teachers apply data to provide personalized learning support to ensure students receive appropriate educational resources during the learning process"（15.3%） was the most representative.
（4） In the Data Value dimension, indicator 4-1 "Utilize data culture to promote the realization of school missions and visions, and foster the development of a positive school culture and common goals"（30.2%） was the most central.
（5） In the Data Innovation dimension, indicator 5-1 "Teachers apply data-driven innovative technologies in classroom instruction to enhance teaching interaction and learning outcomes"（22.9%） was the most significant.
The constructed indicator system is both theoretically grounded and practically oriented. It is expected to serve as a concrete reference for educational authorities, school principals, and administrative teams in promoting data culture within junior high schools, as well as a foundation for future research development.
The top five indicators in the overall weight ranking of the junior high school data culture indicator system are as follows:1-1 “Teachers can use data to design instructional plans to enhance the accuracy of curriculum content and learning strategies” （6.5%）, 3-2 “Teachers apply data to provide personalized learning support, ensuring that students receive appropriate educational resources throughout the learning process” （4.4%）, 3-3 “Schools apply data to improve the allocation of educational resources, ensuring efficiency and equity in their use” （4.0%）, 3-5 “Schools utilize data to support teacher professional development, enhancing teachers’ understanding and reflective capacity regarding data application” （3.6%）, and 3-9 “Schools should assess the impact of data application on disadvantaged or special groups to ensure fairness and inclusiveness in educational resource allocation and decision-making processes” （3.6%）. These results indicate that teacher instructional application and student learning support are the most critical focus areas within the overall data culture indicator system.
The constructed indicator system is both theoretically grounded and practically oriented. It is expected to serve as a concrete reference for educational authorities, school principals, and administrative teams in promoting data culture within junior high schools, as well as a foundation for future research development. |
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| Description: | 博士
國立政治大學
教育學系
110152504 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110152504 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
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