第六章 結論、建議及未來研究方向
第三節 未來研究方向
本研究僅驗證個體教師自我效能在多媒體的情境判斷測驗系統操作後，會有 所改變，表示擬真模擬情境的確會造成現實衝擊，以建議 CACGS 不應使用單一 直述句作為測量自我效能的題目形式；然而文字式情境判斷測驗是不是也會造成 教師自我效能的降低？期望未來的研究能夠補足這部份的解答。
二、搭配線上化研習探討職前教師自我效能變化
本研究經由情境模擬經驗，降低了職前教師之自我效能，而許多研究指出，
適度的支持及進修課程，能夠幫助自我效能提升。若職前教師能在經驗現實震撼 前即對「現實」有所了解及準備，結果會不會有所差異呢？
孫志麟(2009)提出增進教師自我效能的策略：「低效能教師的輔導和協助，
除了學校本身之外，師資培育機構亦可以採行教師自我效能促進方案，像是辦理 系列的研習或工作坊，實施自我效能訓練，協助教師分析教學的各種特殊層面，
瞭解低自我效能的形成原因及其影響」是故，除了使用情境模擬讓職前教師能提 前體驗教學工作內容外，未來的研究也可以設計搭配電腦化的線上課程，讓職前 教師了解其於教育學程中所看不到的、各種教學層面，以及可能會在哪些工作內 容上會受到衝擊，衝擊的原因及影響，來重新探討實習後、或操作模擬情境後之 職前教師其自我效能之變化，其結果也許能給予師資培育課程更多的靈感及參 考。
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101 附錄一：前測教學自我效能量表
教學自我效能量表 您好：
首先感謝您的參與。請您依照對教師工作的了解，依序填答本問卷題目。
這份問卷純供學術研究之用，我們會對您所填答的資料完全保密，請依照 您真實的感受與實際的經驗放心填答。再次感謝您的配合與協助。祝：
這份問卷純供學術研究之用，我們會對您所填答的資料完全保密，請依照 您真實的感受與實際的經驗放心填答。再次感謝您的配合與協助。祝：