國民中學綜合活動學習領域課程實施與教學正常化之質性研究─以新北市教師觀點為例
No Thumbnail Available
Date
2013
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
本研究旨在了解國民中學綜合活動學習領域課程實施與教學正常化之相關問題，並研擬促進國民中學綜合活動學習領域教學正常化之調整策略。以質性半結構式訪談法，訪問新北市二所國民中學綜合活動學習領域教師，一所合科教學實施學校，一所分科教學實施學校，每所學校各訪談童軍、輔導、家政專長教師一名，合計共六名。
本研究提出四項結論：
1.國民中學綜合活動「課程需求」、「課程明確性與複雜性」、「教材品質」、「實施策略」等課程特徵影響教學正常化。
2.國民中學綜合活動學習領域「學校歷史」、「學校氣氛」、「學校領導」、「學校環境與特質」、「教師」、「課程發展委員會」等學校實施機構特徵影響教學正常化。
3.國民中學綜合活動受「十二年國民基本教育政策」、「兼輔教師制度」、「升學主義」、「師資總量管制政策」、「教師賦稅制度」「綜合活動輔導團」等外部因素影響教學正常化。
4.課程特徵、學校機構和外部因素等促進國民中學綜合活動學習領域教學正常化之調整策略。
依據結論，分別對主管教育行政機關、師資培育機構、學校行政單位、學校領域教師以及後續相關研究提出具體建議，作為繼續推動九年一貫課程和十二年國民基本教育之參考。
This purpose of this study waas to research the curriculum implementation and teaching normalization in Integrative Activities Learning Area, and make strategies for adjustment. Qualitative approach was adopted in this research. The researcher interviewed two junior high schools. One school is interdisciplinary-teaching in Integrative Activities Learning Area, and the other one is disciplinary-teaching. The researcher will interview one of Scouting Education teachers, one of Home Economics Education teachers, and one of Counseling Education teachers at each school. There’re 6 samples at this research. Four conclusion are drawn based on this research result: 1.The curriculum characteristics of “needs of curriculum”, “clarity and complexity of curriculum”, “quality of teaching materials”, and “strategies of implementation” affect teaching normalization in Integrative Activities Learning Area in junior high school. 2.The school characteristics of “ the history of school”, “the atmosphere of school”, “the leaders of school”, “the environment of school”, “teachers”, and “Curriculum developing commitment” affect teaching normalization in Integrative Activities Learning Area in junior high school. 3.The outer factors of “The policy of Grade 1-9 Curriculum and Twelve-Year Compulsory Education ”, “the system of consulting teachers”, “emphasizing passing exam”, ”the policy of controlling numbers of teachers”, ”The taxes policy of teachers”, and “Integrative Activities Consulting Team” affect teaching normalization in Integrative Activities Learning Area in junior high school. 4.Make strategies for Curriculum characteristics, school characteristics, and outer factors to improve teaching normalization in Integrative Activities Learning Area in junior high school. According to research results, the researcher will advise the Ministry of Education, teacher education institutions, administrators and Integrative Activities Teachers at school, and further research for implementing Grade 1-9 Curriculum and Twelve-Year Compulsory Education.
This purpose of this study waas to research the curriculum implementation and teaching normalization in Integrative Activities Learning Area, and make strategies for adjustment. Qualitative approach was adopted in this research. The researcher interviewed two junior high schools. One school is interdisciplinary-teaching in Integrative Activities Learning Area, and the other one is disciplinary-teaching. The researcher will interview one of Scouting Education teachers, one of Home Economics Education teachers, and one of Counseling Education teachers at each school. There’re 6 samples at this research. Four conclusion are drawn based on this research result: 1.The curriculum characteristics of “needs of curriculum”, “clarity and complexity of curriculum”, “quality of teaching materials”, and “strategies of implementation” affect teaching normalization in Integrative Activities Learning Area in junior high school. 2.The school characteristics of “ the history of school”, “the atmosphere of school”, “the leaders of school”, “the environment of school”, “teachers”, and “Curriculum developing commitment” affect teaching normalization in Integrative Activities Learning Area in junior high school. 3.The outer factors of “The policy of Grade 1-9 Curriculum and Twelve-Year Compulsory Education ”, “the system of consulting teachers”, “emphasizing passing exam”, ”the policy of controlling numbers of teachers”, ”The taxes policy of teachers”, and “Integrative Activities Consulting Team” affect teaching normalization in Integrative Activities Learning Area in junior high school. 4.Make strategies for Curriculum characteristics, school characteristics, and outer factors to improve teaching normalization in Integrative Activities Learning Area in junior high school. According to research results, the researcher will advise the Ministry of Education, teacher education institutions, administrators and Integrative Activities Teachers at school, and further research for implementing Grade 1-9 Curriculum and Twelve-Year Compulsory Education.
Description
Keywords
綜合活動學習領域, 課程實施, 教學正常化, ntegrative Activities Learning Area, curriculum implementation, teaching normalization