科技的演變隨著時代進步，教學現場各領域對於應用教育科技輔助教學亦日漸普及，而加工機具亦隨著科技進步逐步走向由電腦數值控制的數位加工機具。利用數位加工機具進行實作活動教學儼然逐漸形成一股潮流，因此，教師是否願意使用數位加工機具進行實作教學已成為一項值得探討的問題。研究採用了科技接受模型和計畫行為理論整合模式為理論基礎，以發掘中學生活科技教師應用數位加工機具進行實作教學的行為及其可能的影響因素。研究採用問卷調查法，以106、107、108年度參與科技領域生活科技增能學分班之現職中學生活科技教師，以及上述教師推薦適合本研究之現職教師為研究對象，問卷發放共135份，總計回收有效問卷123份，占總發放量91.1％。將調查蒐集資料採用路徑分析、獨立樣本t檢定與單因子變異數分析等統計方法進行資料分析。其研究結論如下：(1)多數教師對應用數位加工機具進行實作教學抱持正向看法；(2)培養中學生活科技教師的知覺行為控制能力方能有助於促使其落實應用數位加工機具以進行實作教學；(3)男性教師在「認知有用」、「認知易用」、「態度」以及「知覺行為控制」上顯著優於女性教師；(4)校內具備數位加工機具之教師在實際應用數位加工機具進行實作教學的表現顯著優於校內不具備數位加工機具之教師；(5)任教年資在知覺行為控制、行為意圖以及實際應用數位加工機具進行實作教學上達顯著差異。根據結果，針對未來相關教育政策、相關教育訓練以及未來相關研究研提建議。

In recent years, the number of teachers using digital fabrication equip-ment in class has increased. At the same time, with the advancement in digital fabrication equipment, they are gradually moving toward digital processing using the computer numerical control equipment. The use of digital fabrica-tion equipment for class activities has gradually become a trend. Therefore, teachers’ willingness to use digital fabrication equipment in the classroom has become an issue worth discussing.
The purpose of this study is to investigate the application of digital fab-rication equipment for teaching manufacturing technology in living technol-ogy classes in secondary schools and its possible effect on learning, using the combined technology acceptance model and the theory of planned behavior (C-TAM-TPB). A questionnaire was distributed among 135 respondents for the survey. The respondents included teachers who had attended continuing education credit courses in 2017, 2018, and 2019 and the teachers who were recommended by the above teachers for this study. Of the 350 questionnaires, 123 were collected (return rate of 91.1%). The collected data were analyzed using path analysis, independent-samples t-test, and one-way analysis of variance. The findings of the study are as follows: (1) Most teachers have a positive attitude toward digital fabrication equipment; (2) Learning perceived behavior control could help teachers provide high quality education using digital fabrication equipment; (3) Male teachers’ understanding of perceived usefulness, perceived ease of use, and perceived behavior control is better than that of female teachers; (4) Teachers who use digital fabrication equip-ment to teach the application of manufacturing technology in living technol-ogy classes perform significantly better than teachers who do not use the equipment; (5) The teachers’ teaching experience had a significant effect on the perceived behavior control, behavioral intention, and practical application of digital fabrication equipment.
Based on these findings, recommendations to focus on future educa-tional policies, educational training, and academic research were proposed.

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