國民中學教師因應九年一貫課程改革策略之研究

Abstract

本研究採取觀察與訪談的方法，探討教師面對九年一貫課程改革的因應策略類型。主要的研究目的除了了解教師如何理解與實踐九年一貫課程之外，也嘗試將觀察與訪談所得結果類別化，以形成本研究之教師的因應策略。 研究的發現如下： 一、教師對九年一貫課程改革的執行著重經驗導向的課程理解與實踐，以現有的資源與經驗來實踐課程改革。 二、教師的課程理解與實踐受到社會環境脈絡與學校結構的限制，例如科舉症候群的傳統思想、學校的時間與人力結構等，均會限制教師的課程實踐。 三、教師因應課程改革策略各自有不同的涵義，本研究歸納有以下五種類型：消極順從策略、融入策略、創造性調適策略、退縮策略、抗拒策略。

The major purpose of this research is to explore how teachers react to Grade 1-9 Integrated curriculum and to describe the process of teacher’s curriculum praxis. Based on literature review, the researcher first clarified the conceptual framework of coping strategies which teachers respond to curriculum reform. Observation and interview were applied as the major technique to collect evidences about the issues. Main findings are as follows: 1. Teachers focused on experience-oriented comprehension and praxis in Grade 1-9 Integrated curriculum reform. 2. Teachers comprehension and praxis are restricted by social contexts and school structures. 3. There are five modes of teachers’ coping strategies expressed by junior high school teachers, including that ‘the mode of negative compliance’, ‘the mode of incorporation’, ‘the mode of creative mediation’, ‘the mode of retreatism’, ‘ the mode of resistance’.