國中自然與生活科技學習領域召集人角色與職責之研究

Abstract

本研究旨在了解國中自然與生活科技學習領域召集人的角色與職責。本研究採用文獻探討、專家訪談及問卷調查的方式收集與分析資料：藉由文獻分析和專家訪談的方法發展國中自然與生活科技學習領域召集人角色與職責之調查問卷，並經過現職國中自然與生活科技學習領域召集人填寫及提供修正意見，完成調查問卷的編製。本研究以92學年度的國中自然與生活科技學習領域召集人為調查對象，郵寄出269份問卷，經過催覆後回收168份，回收率為62%，其中有效問卷數為159份，有效問卷回收率為59%。主要結論如下：(1)國中自然與生活科技學習領域召集人應有溝通協調者等六種角色以及主持本領域課程小組會議(或教學研究會議)等34項職責。(2)國中自然與生活科技學習領域召集人應有角色的重要程度皆高於其實際負荷程度。(3)國中自然與生活科技學習領域召集人應有職責的重要程度皆高於其實際執行職責的負荷程度。(4)不同背景之國中自然與生活科技學習領域召集人對於本身角色的重要程度與負荷程度看法相當一致。(5)不同背景之國中自然與生活科技學習領域召集人對於本身職責的重要程度與負荷程度看法相當一致。The purpose of this study was to explore the roles and responsibilities of science and technology (S&T) department heads at the junior high school level. Through reviewing related literature and interviewing with practitioners, this study firstly clarified roles and responsibilities of S&T department heads, then developed a questionnaire to solicit opinions from 159 S&T department heads. Consequently, the following five conclusions were made：(1) S&T department heads ought to have six roles and 34 responsibilities. (2) S&T department heads’ all “ought-to-have” roles more important than their all “really-have” ones. (3) S&T department heads’ all “ought-to-have” responsibilities more important than their all “really-have” ones. (4) It is quite consistent between department heads’ perceptions on the importance of their roles and their actual loads. (5) It is quite consistent between department heads’ perceptions on the importance of their responsibilities and their actual loads.