國中自然與生活科技教師對部編本教科書之滿意度調查研究

Abstract

本研究旨在了解國中自然與生活科技教師對部編本教科書編撰架構及第一冊的滿意度，其目的：（1）了解不同背景變項的國中自然與生活科技教師對部編本教科書編撰架構及第一冊的滿意程度之差異情形；（2）了解國中自然與生活科技教師對部編本教科書編撰架構及第一冊的滿意程度；（3）了解國中自然與生活科技教師對部編本教科書編撰架構及第一冊的不滿意原因；和（4）提陳對國中自然與生活科技部編本教科書後續編印、選擇與運用之意涵。研究對象以選用自然與生活科技領域部編本教科書的56所學校進行問卷調查。本研究總共回收有效問卷128份，有效回收率為69.6％，所蒐集的資料經次數分析、單一樣本t檢定、單因子變異數分析等資料分析。主要結論如下：（1）教師的性別、任教科別、任教年資和學歷均不影響自然與生活科技部編本教科書的滿意度；（2）國中自然與生活科技教師對部編本教科書「編撰架構」的滿意度中等，有待加強；（3）國中自然與生活科技教師對部編本教科書第一冊之「內容屬性」的滿意度中等，有待加強；（4）國中自然與生活科技教師對部編本教科書第一冊之「教學屬性」的滿意度中等，有待加強；（5）國中自然與生活科技教師對部編本教科書第一冊之「物理屬性」方面具有較高的滿意度；（6）國中自然與生活科技教師對部編本教科書第一冊之「可讀性」的滿意度中等，有待加強；（7）部編本教科書的編撰架構未能妥善規劃適切的學習內容與學習順序；（8）部編本教科書的內容尚未落實統整理念及內容的完整性、邏輯性與生活化；（9）部編本教科書尚未妥善規劃適切的教學目標、活動示例、評量方式及輔助教材；（10）部編本教科書內容尚未妥善規劃圖、文與字體規格的妥適性，及標題的趣味性；及（11）部編本教科書內容尚未妥善規劃文句使用的適當性。

The purposes of this study were to investigate the junior-high-school science and technology (S&T) teachers’ satisfaction level on the framework and content of Volume 1 of national S&T textbook for junior-high-school students, as well as to examine the difference based on those teachers’ demographic variables. In order to achieve the purposes, a questionnaire with 184 items was mailed to all 56 junior high schools which selected national S & T textbook. There were 128 returned copies, equivalent to a return rate of 69.6%. Consequently the following conclusions were made based on the survey results: (1) Teachers’ gender, major, teaching experience and educational background do not affect their satisfactory of the national textbook; (2) Teachers’ satisfactory of the framework of national textbook reaches the medium level; (3) Teachers’ satisfactory of the “content attribution” of national textbook reaches the medium level; (4) Teachers’ satisfactory of the “teaching attribution” of national textbook reaches the medium level; (5) Teachers’ satisfactory of the “physical attribution” of national textbook reaches the higher level; (6) Teachers’ satisfactory of the “readability” of national textbook reaches the medium level; (7) The content and learning sequence of the framework of national textbook is poorly planned; (8) The content of national textbook does not cohere with the ideal of curriculum integration and lacks of completeness and logicality; (9) The national textbook does not plan the teaching goals, learning activities, evaluations and assistant learning materials aptly; (10) The content of national textbook does not plan the figures, sentences, and funny headings aptly; (11) The national textbook does not arrange the constituent structure aptly.