高中家政教師課程決定歷程之研究
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2003
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中文摘要
本研究旨在瞭解高中家政教師從事教職之歷程與其教育理念、探究家政教師課程決定歷程及其影響因素以及比較家政教師課程決定結果與現行課程標準之差異。
為達研究目的，採質的研究取向，透過深度訪談蒐集資料。研究對象限定公立高中家政教師，研究工具包含訪談大綱、錄音設備、訪談日誌、研究者本身。
本研究共訪談六名女教師，一名男教師。訪談對象年齡介於47歲至26歲。任教高中階段的教學年資最長者為十九年，最短者未達一年。高中家政教師的就業選擇歷程中，大學聯考具決定性關鍵，就業考量包含高中時期的學校教師給予的影響、個人本身的興趣與經驗、家庭的情況及家人鼓勵等因素。
高中家政教師的家政教育理想為：1.家政是生活、提升生活水準、是哲學的實踐、2. 家政是非純粹理論的學問、3.家政的核心內容是飲食、服裝與家庭生活、4.家政是站在經濟觀點來理家。家政課程目標為：1.具有飲食、服裝與家庭生活相關的知識、2. 會自己思考，並有能力選擇良好的生活型態、3. 擁有自信、4. 會惜福
家政教師課程決定的歷程依序為課程目標、課程架構與教材的來源、課程內容安排，時間分配與單元順序決定，以及教學活動與評鑑課程的方式，課程決定的最後一個階段，則是與學生討論。家政教師所設定之課程目標，主要以自己所理解的家政教育為設定課程目標的依據，其次是觀察社會現象、發現問題後決定該科之課程目標，主要希望學生有生活能力、解決問題的能力。
影響高中家政教師課程決定之影響因素，主要可分成五大類，包含1.教師本身的因素、2.課程標準與教科書、3.學校內的因素、4.學校外的因素及5.季節、時令與節慶。
比較家政教師課程決定結果與課程標準規定之差異，教師實際所進行之家政課程無法完全達到課程標準所規定的內容。
高中家政教師之家政教育理念忽略了課程標準上訂定之目標中培養建立幸福家庭的信心及啟發繼續研習家政的志趣兩項。家政教師自訂課程包羅萬象，包含家庭的變遷、性別角色、下午茶、泡咖啡、手工藝等。
根據研究結果，研究者對課程綱要修訂者、教科書編寫者、師資培育機構、學校行政工作、家政教師與未來研究等提出建議。
A Study of the Process of Curriculum Decision Making by Home Economics Teachers in Senior High School Abstract The purpose of the research were to understand the teaching process and ideas about teaching of home economics teachers in senior high schools, to find out the process of curriculum decision-making and factors to affect it, and to compare the difference between the results and the present official curriculum outline. The qualitative approach was adopted, data gathered through interviews and the interviewees’ provision. The objects are limited to public senior high school home economics teachers. The tools used are outlines of interviews, recording equipment, interviewing journals, and the researcher herself. Six female and one male teachers were interviewed in this research, aged 26 to 47, with teaching experience between 0 (less than 1) to 19 years teaching in senior high schools. It was found that the Joint College Entrance Exam plays a decisive role in the process of becoming home economics teachers, and the factors to consider about career include the influence by the school teachers in their senior high, personal interests and experience, family condition and encouragement. The ideas discovered include (1) home economics is daily life, is the practice of philosophy, is to promote quality of life; (2) home economics is not a pure theory; (3) the cores of home economics are food and nutrition, clothing, and family life; (4) home economics is to manage a home at the point of economics. The aims of home economics curriculum are inclusive of (1) students should have knowledge about food and nutrition, clothing, and family life; (2) students should think critically and have the abilities to choose suitable life styles; (3) students should have self confidence; (4) students should cherish. The process of curriculum decision-making is, the aims of the curriculum, the structure of the curriculum, the source of the materials, the content of the curriculum, time arrangement and unit order, teaching activities and curriculum evaluation, and, the last step, discuss with the students. The aims of the curriculum are set up according to the home economics education they themselves acknowledged, and, secondly, the observation of social phenomenon and problems, in hope of students’ abilities to live and solve problems. The factors of curriculum decision-making are (1) the teacher him or herself; (2) the official course outline and textbooks; (3) factors inside the school; (4) factors outside the school; (5) seasoning and holidays. Compared with the official course outline, the real course-in-practice cannot completely achieve the regulated. Two objectives were to be found ignored in high school teachers’ ideas about teaching, i.e., to develop confidence to establish happy families, and to inspire interests to keep learning home economics, which are regulated in the official course outline. Moreover, it can be found that various parts of materials are added, including the changes of families, the roles of sexes, teatime affairs, and handicraft. At last, some suggestions were proposed, according to the findings in the study, to the revisers of official curriculum outline, the writers of textbooks, the organizations of teacher education, the school administration, the home economics teachers and further studies.
A Study of the Process of Curriculum Decision Making by Home Economics Teachers in Senior High School Abstract The purpose of the research were to understand the teaching process and ideas about teaching of home economics teachers in senior high schools, to find out the process of curriculum decision-making and factors to affect it, and to compare the difference between the results and the present official curriculum outline. The qualitative approach was adopted, data gathered through interviews and the interviewees’ provision. The objects are limited to public senior high school home economics teachers. The tools used are outlines of interviews, recording equipment, interviewing journals, and the researcher herself. Six female and one male teachers were interviewed in this research, aged 26 to 47, with teaching experience between 0 (less than 1) to 19 years teaching in senior high schools. It was found that the Joint College Entrance Exam plays a decisive role in the process of becoming home economics teachers, and the factors to consider about career include the influence by the school teachers in their senior high, personal interests and experience, family condition and encouragement. The ideas discovered include (1) home economics is daily life, is the practice of philosophy, is to promote quality of life; (2) home economics is not a pure theory; (3) the cores of home economics are food and nutrition, clothing, and family life; (4) home economics is to manage a home at the point of economics. The aims of home economics curriculum are inclusive of (1) students should have knowledge about food and nutrition, clothing, and family life; (2) students should think critically and have the abilities to choose suitable life styles; (3) students should have self confidence; (4) students should cherish. The process of curriculum decision-making is, the aims of the curriculum, the structure of the curriculum, the source of the materials, the content of the curriculum, time arrangement and unit order, teaching activities and curriculum evaluation, and, the last step, discuss with the students. The aims of the curriculum are set up according to the home economics education they themselves acknowledged, and, secondly, the observation of social phenomenon and problems, in hope of students’ abilities to live and solve problems. The factors of curriculum decision-making are (1) the teacher him or herself; (2) the official course outline and textbooks; (3) factors inside the school; (4) factors outside the school; (5) seasoning and holidays. Compared with the official course outline, the real course-in-practice cannot completely achieve the regulated. Two objectives were to be found ignored in high school teachers’ ideas about teaching, i.e., to develop confidence to establish happy families, and to inspire interests to keep learning home economics, which are regulated in the official course outline. Moreover, it can be found that various parts of materials are added, including the changes of families, the roles of sexes, teatime affairs, and handicraft. At last, some suggestions were proposed, according to the findings in the study, to the revisers of official curriculum outline, the writers of textbooks, the organizations of teacher education, the school administration, the home economics teachers and further studies.
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家政, 家政課程, 高中家政教師, 課程決定, 教師課程決定, home economics, home economics curriculum, senior high school home economics teacher, curriculum decision-making, teacher’s curriculum decision-making