國民中學語文（本國語文）學習領域課程綱要實施現況之調查研究

Abstract

國民中學語文（本國語文）學習領域的課程綱要實施現況之調查研究 摘 要 本研究的主要目的，旨在探討國民中學九年一貫課程綱要的實施現況，問卷調查分成「學校課程規劃與推動」與「語文（本國語文）學習領域的課程實施」兩部分，並探討不同背景變項教師之差異情形，以及兩部分間的相關情形。 本研究採用問卷調查法，研究工具為自編「國民中學語文（本國語文）學習領域課程綱要實施現況之研究」，以全臺灣地區公立國民中學語文（本國語文）教師為母群體，抽取142所學校、1200位教師為問卷調查對象；問卷回收後，以描述統計分析、t考驗、單因子變異數分析、積差相關及卡方獨立性考驗等統計方法進行資料分析，期待透過上述設計，瞭解國民中學語文（本國語文）學習領域課程綱要之實施現況，進而提出相關建議。

本研究之結論歸納如下： 壹、 語文（本國語文）教師肯定國民中學語文（本國語文）學習領域課程綱要之實施現況 貳、 不同背景變項之教師在「學校課程規劃與推動」之互有差異 一、 教師不同背景變項中，班級數、最高學歷、修畢職前教育師資培育機構及任教科目有無配課等對「學校課程規劃與推動」之理解無顯著差異。 二、 教師不同背景變項中，性別、學校所在行政轄區、教學年資及是否擔任課發會委員對「學校課程規劃與推動」之理解有顯著差異。 參、 不同背景變項之教師在語文（本國語文）學習領域的課程實施互有差異 一、 不同背景變項之教師，在最高學歷、修畢職前教育師資培育機構及任教科目有無配課等在語文（本國語文）學習領域的課程實施之理解無顯著差異。 二、 不同班級數教師，在教材編選、教學實施及教學評量上無顯著差異；在教學理念上，10-26班教師優於45班以上；在實施成效上，26班以下教師優於27班以上教師；在分量表上，10-26班教師優於45班以上教師；大體而言，中小型學校教師優於大型學校。 三、 不同學校所在行政轄區之教師，在分量表及各層面均有顯著差異；在分量表、教學理念及教學實施上，偏遠地區教師優於一般地區；在教材編選上，都市地區教師優於一般地區；在教學評量上，都市及偏遠地區教師優於一般地區；在實施成效上，偏遠地區教師優於都市及一般地區；綜合而言，偏遠地區教師優於都市及一般地區；都市地區優於一般地區。 四、 不同性別之教師，在語文（本國語文）學習領域的課程實施上，除教材編選無顯著差異外，其餘在分量表、教學理念、教學實施、教學評量及實施成效上都有顯著差異，且根據問卷結果顯示，均是男性教師優於女性。 五、 是否擔任課發會委員，在語文（本國語文）學習領域的課程實施上，在分量表及教學理念、實施成效上均有顯著差異，且根據結果顯示，「是」擔任課發委員教師優於「否」。 肆、 相關分析上發現：「學校課程規劃與推動」、「語文（本國語文）學習領域的課程實施」及九年一貫課程綱要實施之間均呈現高度正相關 伍、 不同班級數與學校所在行政轄區，在鄉土語言教學處理方式上有顯著相關

本研究依據結論，對於教育行政機關、國民中學、語文（本國語文）教師及未來研究者，提出具體建議。

關鍵詞：語文（本國語文）學習領域、課程實施、國民中學九年一貫課程綱要The Investigation of Implementation of the Curriculum Guidelines of Language Arts (Mandarin) Learning Area in Junior High School 【Abstract】

The main purpose of the study is to investigate the implementation of the guidelines of grade 1-9 curriculumin junior high school. The questionnaire includes two parts –“ The plan and the promotion of the school curriculum” and “The curriculum implementation of Language Arts (Mandarin) learning area”. The study explores the differences among the teachers with different background variable and the relationship between the two parts. The study adopts questionnaire investigation, and its tool is self-made “ The Research of implementation Conditions of the Curriculum guidelines of Language Arts (Mandarin) Learning Area in Junior High School”. The population is based on the Language Arts (Mandarin) teachers in public junior high school in Taiwan, 142 schools, 1200 teachers are selected as the subjects for the questionnaire. After the reclamation of the questionnaire, the statistical methods including descriptive statistics, t-test, the one-way ANOVA, Pearson’s product-moment correlation and Chi-square test, and so forth are proposed to analyze the data, and hopingly through the design above to realize the implementation conditions of curriculum guidelines of Language Ares (Mandarin) learning area in Junior High School, and moreover to make the related proposals. The conclusions are as followings: 1. Language Arts (Mandarin) teachers have positive manner to the implementation conditions of curriculum guidelines of Language Arts (Mandarin) learning area in Junior High School. 2. There are some differences among the different background variable teachers in “The plan and the promotion of the school curriculum” : As the teachers of different background variable, (1) there are no marked differences considering the number of classes, the best educational background, graduating from the training pre-vocational education institution, the subjects they teach or match, etc. (2) there are marked difference considering the gender, the administrative district where the schools located, teaching seniority, working as a member of the Committee of School Development or not. 3. There are some differences among the different background variable teachers in “The curriculum implementation of Language Arts (Mandarin) learning area” : as the different background variable teachers, (1) there are no marked difference considering the best educational background, graduating from the training pre-vocational education institution, the subjects they teach or match, etc. (2) there are marked difference considering the number of classes, the administrative district where the schools located, gender and working as a member of the Committee of School Development or not. 4. The correlation analysis found that there is extremely positive relationship among “the plan and the promotion of the school curriculum” “the curriculum implementation of Language Arts (Mandarin) learning area” and “ the implementation of the guidelines of grade 1-9 curriculum”. 5. There is great relation in dealing with homeland language instruction for the schools with different number of classes and the ones located administrative district.

Key Words：Language Arts (Mandarin) Learning Area ,Curriculum implementation, The Guidelines of Grade 1-9 Curriculum for junior high school