國民中學自然與生活科技領域課程綱要實施現況之調查研究

Abstract

摘要 本研究主要目的是在析探國民中學自然與生活科技學習領域課程綱要實施現況。本研究採自編「國民中學自然與生活科技學習領域課程綱要實施現況調查問卷」為研究工具，進行問卷調查法，以臺灣北區、中區、南區、東區及離島等142所抽樣學校，自然與生活科技學習領域教師1100位，作為正式問卷調查對象，回收674份有效問卷（回收率61.27﹪）。本研究將所得資料以描述性統計、獨立樣本t考驗、單因子變異數分析、薛費法事後比較分析等統計方法進行統計分析。 本研究所得結論如下： 一、背景變項中性別、教學年資、擔任課發會委員，均對「學校課程規劃與推動」有顯著影響，其餘變項均無顯著影響。 二、背景變項中班級數、性別、教學年資、擔任課發會委員，均對「領域課程實施」有顯著影響，其餘變項均無顯著影響。 三、在教師信念、教材編選、教學實施、實施成效上，9班以下與10至26班的小型學校，優於27至44班與45班以上的中大型學校；男性教師優於女性教師，擔任課發會委員優於未擔任課發會委員。 四、在教材編選、教學實施、實施成效上，任教5至10年教師優於任教15年以上教師。 本研究根據上述結論分別對教育行政機關、師資培育機構、學校行政單位、自然與生活科技學習領域教師及未來研究者提出建議。Abstract

The main purpose of this research is to investigate and analyze the current implementation of the Guidelines of Science and Life Technology Learning Area in Grade 1-9 Curriculum for Junior High School. The research method is mainly questionnaire survey. The researcher originated a “Survey Questionnaire on Current Implementation of the Guidelines of Science and Life Technology Learning Area in Grade 1-9 Curriculum for Junior High School”, and 1100 teachers of this area responded to this questionnaire. The respondents are from 142 schools selected across Taiwan, including schools in northern, central, and southern Taiwan and schools on offshore islands. 674 valid questionnaires were collected, (with the return rate of 61.27%) and the data were processed and analyzed by using descriptive statistics, t-test, one-way ANOVA, and Scheffe’s post-hoc comparison.

The conclusion are as follows: (1) The following background variables have overwhelming influence on respondents’ answer to the item “School Course Plan and Impetus”: gender, teaching period of service, and whether holding a post in the school curriculum development committee, while other variables have little influence. (2) The following background variables greatly affect respondents’ answer to the item “Curriculum Implementation”: school size, gender, teaching period of service, and whether holding a post in the school curriculum development committee, while other variables have little influence. (3) On the item “Teacher’s Faith”, “Material Selection”, “Teaching Process”, and “Teaching Consequences”, teachers from small-sized schools (with no more than 9 classes in the school or with 10-26 classes in the school) respond more positively than teachers from middle-sized schools (with 27-44 classes in the school) and large-sized schools (with more than 45 classes in the school). In the meantime, male teachers respond more positively than female teachers. Teachers who hold a post in the school curriculum development committee respond more positively than teachers who do not join the school curriculum development committee. (4) On the item “Material Selection”, “Teaching Process”, and “Teaching Consequences”, teachers who have taught for 5-10 years respond more positively than teachers who have taught for more than 15 years.

Based on the above conclusion, several suggestions are raised for educational authorities, teacher-training organizations, school authorities, teachers in Science and Life Technology learning area, and future researchers.