國民中學數學學習領域課程綱要實施現況之調查研究

Abstract

本研究主要目的在探討（一）了解國民中學數學學習領域教師對學校課程的規劃與推動的理解評估情形。（二）探討國民中學數學學習領域教師對該領域課程實施現況的理解評估情形。（三）整理研究結果，提供教育主管機關、學校行政單位以了解基層教師的心聲，並作為未來執行或修正政策、數學教師擬定教學策略及相關研究的參考。 本研究方法為問卷調查法，受試者包括台灣地區公立國民中學數學科合格之在職教師；研究工具為自編「國民中學數學學習領域課程綱要實施現況調查問卷」，其中包括「學校課程規劃與推動分量表」與「數學學習領域課程實施分量表」兩分量表。 本研究以SPSS for windows 8.01版套裝統計軟體進行資料統計分析，茲將研究主要發現分述如下： 壹、國民中學數學學習領域教師對數學學習領域課程綱要實施現況各層面之評估理解分析結果 一、國民中學數學學習領域教師對其「學校課程規劃與推動」之 整體評估傾向一致性認同的觀點。又其中「課程計畫」、「課程實施」與「配套措施」三層面中，以對「課程實施」的認同度最高，而對「配套措施」認同度最低。 二、國民中學數學學習領域教師對其「數學學習領域課程實施」 的整體評估傾向一致性認同的觀點。又其中「教學理念」的認同度最高，而對「教學實施」的認同度最低。 貳、不同背景變項之數學學習領域教師其對「學校課程規劃與推動分量表」與「數學學習領域課程實施分量表」之評估結果 一、對「學校課程規劃與推動」的評估理解情形 以不同行政轄區的背景變項的數學學習領域教師在「學校課程規劃與推動」整體評估結果有顯著差異。其餘變項（性別、班級數、最高學歷、教學年資、職前教育、擔任課程發展委員、配授其他課程）沒有顯著差異。 二、對「數學學習領域課程實施」的評估理解情形 背景變項中以不同行政轄區、不同職前教育師資培育機構、是否編補教材與是否擔任課程發展委員的數學學習領域教師在「數學學習領域課程實施」整體評估結果有顯著差異，其餘變項（班級數、性別、最高學歷、教學年資、配授其他課程）沒有顯著差異。 本研究根據研究結果分別對教育實務與對未來研究提出具體建議。

The purposes of this study are: 1. Understanding the situation of the junior high school Mathematics Learning Area teachers’ comprehension and appraisal toward “School Course Plan and Impetus”.

2. Investigating the situation of the junior high school Mathematics Learning Area teachers’ comprehension and appraisal toward “Implement of Mathematics Learning Area”.

3. Arranging the results, offering the information to the educational competent authority and administrative unit of the school, as a reference of policy making, policy amending, teaching strategy making of Mathematics teachers and relevant research.

The study adopts questionnaire investigation, the population is based on the Mathematics teachers in public junior high school in Taiwan. Its tool is self-made “the questionnaire of implementation conditions of the curriculum guidelines of mathematics learning area in junior high school”.

The study is analyzed by SPSS 8.01 for Windows, and the outcome is presented below: 1. The junior high school Mathematics Learning Area teachers’ comprehension and appraisal in all aspects toward the implement of Mathematics Learning Area :

(1) The junior high school Mathematics Learning Area teachers are inclined to reach consistent agreement toward “school course plan and impetus”. But in the three aspects: “course plan”, “course practice” and “accessory practice”, they have the highest identification toward “course practice”, and the lowest one is “accessory practice” (2) The junior high school Mathematics Learning Area teachers are inclined to reach consistent agreement toward “Practice of Mathematics Learning Area”. they have the highest identification toward “teaching concept”, and the lowest one is “teaching practice”.

2. The outcome of different background variable Mathematics teachers’ appraisal toward “the Assessment of School Course Plan and Impetus” and “the Assessment of Implement of Mathematics Learning Area”:

(1) The situation of comprehension and appraisal toward “School Course Plan and Impetus”: There is marked difference considering the administrative district where the schools located. But there are no marked differences considering the gender, the number of classes, the best educational background, teaching seniority, graduating from the pre-vocational training education institution, and the subjects they teach or match. (2) The situation of comprehension and appraisal toward “Implement of Mathematics Learning Area”: There are marked differences considering the administrative district where the schools located, the pre-vocational education institution where they receive the training, compiling the supplementary materials or not, and working as a member of the Committee of School Development or not. But there are no marked differences considering the gender, the number of classes, the best educational background, teaching seniority, and the subjects they teach or match.

Based on the research conclusions, concrete suggestions for educational practice and future research are submitted in the last sections.