國民中學藝術與人文學習領域課程綱要實施現況之調查研究

Abstract

摘 要 本研究旨在了解國民中學藝術與人文學習領域課程綱要實施現況，為達成研究目的，本研究以自編的「國民中學藝術與人文學習領域課程綱要實施現況調查問卷」為調查研究工具，以臺灣北區、中區、南區、東區及離島等164所抽樣學校，藝術與人文學習領域教師715人，作為正式問卷調查對象，回收431份有效問卷（回收率為61%）。本研究針對所得的問卷資料，以SPSS8.01 forWindows 套裝軟體進行敘述性統計、獨立樣本t考驗（Independent-SamplesT-Test）、單因子變異數分析（One-Way ANOVA）、薛費法（Scheffe）事後比較分析、相關等統計分析。 依據資料統計、分析發現，獲得以下結論： 一、學校課程規劃與推動方面： 1.藝術與人文學習領域教師，對「學校課程規劃與推動」的認同、理 解與對實施現況的整體自評，傾向部分認同態度。 2.在學校背景變項中，以學校規模(班級)、教學型態等變項，藝術與 人文學習領域教師，對「學校課程規劃與推動」的整體自評結果有 顯著差異，其餘變項沒有顯著差異。 二、社會學習領域課程實施 1.各國民中學藝術與人文學習領域教師，對「藝術與人文學習領域課 程實施」的認同、理解與對實施現況的自評，傾向部分認同態度。 2.在教師個人背景變項中，以性別、最高學歷、修習職前教育之機構、 是否主要專長任教、持有領域教師證書別等變項，藝術與人文學習 領域教師，對「藝術與人文學習領域課程實施」的認同、理解與對 實施現況整體自評結果有顯著差異，其餘變項沒有顯著差異。 三、「學校課程規劃與推動」與「藝術與人文學習領域課程實施」，二 者呈現中度正相關。 根據上述主要結論，本研究分別對教育行政機關、學校行政單位、藝術與人文學習領域教師及未來研究者提出具體建議。

abstract The purpose of this study was to inquire〝The Guidelines of Arts and Humanities Learning Area in Grade 1-9 Curriculum〞for junior high school implementation present situation. This study methods were adopted questionnaire. We composed the “Survey Questionnaire on the Guidelines of Arts and Humanities Learning Area in Grade 1-9 Curriculum for junior high school levels of education implementation present situation. Our formal survey questionnaire respondents were 715 Social Learning Area teachers from 164 junior high schools across Taiwan selected from the northern, central, southern, high schools across Taiwan selected from the northern, central, southern, return rate. The collected data were analyzed using SPSS 8.01 for Windows to perform descriptive statistic, t-test, one-way ANOVA and Scheffe,s post-hoc comparison, and Pearson,s product-moment correlation. Based on the findings, conclusions are as follows: 1.School course plan and impetus: （1）The junior high school Arts and Humanities Learning Area Learning Area teachers’Self-appraisal toward School course plan and impetus lay on “Partial approvals manner.” （2）The junior high school Arts and Humanities Learning Area teachers among diverse background variables, except School class progression, type of teaching, the rest variables will have little influence on School course plan and impetus. 2.Curriculum implementation of the Arts and Humanities Learning Area: （1）The junior high school Arts and Humanities Learning Area Learning Area teachers’Self-appraisal toward Curriculum implementation of the Arst and Humanities Learning Area Learning Area lay between “Partial approvals manner.” （2）The junior high school Arts and Humanities Learning Area teachers among diverse background variables, except sex,highest education, vocational education of organization, major speciality teaching, a kind of teacher’s identification, the rest variables will have little influence on Curriculum implementation of the Social Learning Area. 3.The two presents moderate “School course plan and impetus “and” Curriculum implementation of the Social Learning Area”are being connected. Based on the research conclusions, several suggestions for in-service seminars in future were made in the last sections.