台北市國民中學自然與生活科技領域課程實施之調查研究

Abstract

本研究旨在探討九十三學年度台北市公立國民中學自然與生活科技學習領域教師，對自然與生活科技學習領域課程實施現況以及課程實施時所遭遇的困擾與解決方法，並探討不同背景教師的差異情形。 本研究依文獻分析的結果，編製「台北市國民中學自然與生活科技課程實施調查問卷」，以台北市公立23所國民中學共156位自然與生活科技學習領域教師為問卷調查對象。並將調查研究資料經描述統計、獨立樣本t考驗，及單因子變異數分析。 研究結論為自然與生活科技學習領域教師的教學型態以分科教學為主，其次為學域統整教學與領域統整教學；在學校行政措施層面認同度高於實施效果層面，其次為教學策略層面；在課程所遭遇的困擾時，自然與生活科技學習領域教師的行政層面困擾高於個人層面；在遭遇教學困擾時選擇尋求解決途徑時，前三項依序為求助於有相同經驗的人或團體，其次為運用網路資源與翻閱書籍及相關文獻；在遭遇教學困擾時選擇尋求解決對象時，前三項依序為服務學校相同學習領域教師，其次為服務學校不同學習領域教師與大學或教育學程的同儕；在最需要的教學相關輔導項目，前三項依序為自然與生活科技領域的學科知識，其次為統整式教學活動的設計與實施與多元評量的實施策略。最後依據研究結論，對本地區國中自然與生活科技領域教師與教育主管機關及未來相關研究提出建議。The study mainly focuses on the investigation by natural science and living technology teachers in Taipei municipal junior high schools in 2004-2005 academic year. To explore the implementation of the curriculum in the learning areas of natural science and living technology,faced the difficulties and its solutions. Then,researcher attempt to analyze difference of current difficulties and its solutions between teachers with different individual and background variables. The study was conducted the literature analysis through questionnaire survey .In order to gather related data and information, it is followed by sending out one self-made questionnaire titled “An Implementation of the Curriculum in the Learning Areas of Natural Science and Living Technology on Junior High School” to 156 science and technology teachers on 23 Taipei municipal junior high schools. The data were analyzed using description statistics, T- test, and one-way ANOVA. The conclusions were as follows:natural science and living technology teachers’ teaching types mainly use separate discipline teaching, course teaching and interdisciplinary teaching.Teachers have higher recognition on school administration measure than implement effect, while teaching strategy has the minimal effect.Getting into trouble while implement natural science and living technology curriculum, teachers have higher administrative difficulties than individual ones.Teachers faced with teaching difficulties tend to ask for help from persons or groups with the same experiences, to make use of the Internet resources, and to refer to reference books or related documents.Teachers seek counselors most are teachers with the same educational background, experienced teachers in the same school, college classmates, teachers of different fields, and college classmates.Teachers' need for counseling is chiefly focused in the following ways: professional knowledge, design of the integrated teaching activity, and the enforcement of multiple evaluations. Finally, based on the conclusions, the research offered concrete suggestions to local natural science and living technology teachers, local education administrative organ, and the further study.