高中職健康與護理科教師對該課程綱要之認知與教學需求研究

Abstract

本研究旨在瞭解研究對象對於課程綱要之認知、教學需求及其相關因素。研究母群體是以99學年度，全國高中高職健康與護理科教師，採立意取樣，以參加100年5月期間健康與護理學科中心研討會之205名教師為樣本，以自編結構式問卷進行資料收集，共得有效問卷171份，回收率達83.4％，研究結果主要發現如下： 一、研究對象以在臺灣中區任教、任教於高中、專任教師、已取得健康與護理教師證、畢業於護理系、有碩士學歷者人數最多，本課程（含軍訓護理）教學年資平均約15年、近三年參加研習次數平均約6次，課程專業知能屬中上程度；且課程綱要認知亦屬中上程度，而課程教學需求得分為中等程度，其中需求最高者為「將健康與護理課程納入必修課程」及「增加健康與護理課程授課時數」。 二、本研究顯示「課程主題認知」會因「教師身份別」、「教師專業背景」之不同水準而有顯著差異；與「課程專業知能總分」達顯著正相關。「課程核心能力認知」會因「教師身份別」、「教師專業背景」之不同水準而有顯著差異；與「課程專業知能總分」及「近三年參加研討會次數」之達顯著正相關。 三、研究對象個人背景變項，可解釋「課程主題認知」總變異量的20.9％，主要預測變項為「專業知能總分」。另外個人背景變項可解釋「課程核心能力認知」總變異量的23.5％，主要預測變項為「專業知能總分」及「近三年參加研討會次數」。個人背景變項與課程綱要認知，可解釋「課程教學需求」總變異量的18.8％，主要預測變項為在南區縣市任教。

This study aims at understanding research objects’ cognition of course outline and demand for teaching as well as other correlated factors. Purposeful sampling was used in this study, and the population was 205 health and nursing teachers of senior high schools and vocational high schools in the academic year 2010, who participated in health and nursing seminars in May 2011. By conducting self-structured questionnaire survey, data were collected from 171 teachers and response rate amounted to 83.4%. The results were summarized as follows. 1. The target group of this study was mostly full-time senior high school teachers in central Taiwan, who had health and nursing teaching certificate and had a master’s degree in nursing. They had an average of 15 years of experience in teaching military nursing and health as well as nursing curriculum, and they participated in the seminars at an average of six times in the past three years. Besides, their professional knowledge, their cognition of course outline and their score in demand for course teaching were ranged at the middle-upper level. What they demanded most were “health and nursing courses should be listed as required courses” and “teaching hours of health and nursing courses should be increased”. 2. This study indicates that there was a significant difference in “cognition of course topics” because of the different level of teachers’ status and professional background, which was positively correlated with the “total score of professional knowledge and competencies”. Furthermore, significant difference existed in “cognition of core competencies of courses” owing to the different level of teachers’ status and professional background, which was also positively correlated with “total score of professional knowledge and competencies” and “the number of seminars they joined in the past three years”. 3. The research objects’ personal background variable could explain 20.9% of the total variance in “cognition of course topics” and the principal predictor was “total score of professional knowledge”. In addition, personal background variable could account for 23.5% of the total variance of “cognition of core competencies of courses”. The main predictors were “total score of professional knowledge and competencies” and “the number of seminars they joined in the past three years”. What is more, personal background variable and cognition of course outline could explain 18.8% of the total variance of “demand for course teaching”. The main predictor was teaching in southern Taiwan’s cities and counties.