國民中學社會學習領域課程綱要實施現況之調查研究
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2004
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Abstract
國民中學社會學習領域課程綱要實施現況之調查研究
摘要
本研究旨在了解國民中學社會學習領域課程綱要實施現況。為達成研究目的，本研究以自編之「國民中學社會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143所抽樣學校社會學習領域教師1121人作為正式問卷調查對象，回收670份有效問卷（回收率59.77%）。本研究針對所得的資料，以SPSS8.01 for Windows套裝軟體進行敘述性統計、獨立樣本t考驗（Independent-Samples T-Test）、單因子變異數分析（One-Way ANOVA）、薛費法（Scheffe）事後比較分析、相關、多元逐步迴歸等統計分析。
依據資料分析發現，獲致以下結論：
一、學校課程規劃與推動方面：
1.社會學習領域教師對「學校課程規劃與推動」之整體自評傾向部分認同態度。
2.背景變項中以學校班級數、性別、教學年資、是否擔任課程發展委員會職務的社會學習領域教師在「學校課程規劃與推動」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.各國民中學社會學習領域教師對「社會學習領域課程實施」的自評傾向部分認同態度。
2.背景變項中以學校班級數、行政轄區、性別、是否擔任課程發展委員會職務的社會學習領域教師在「社會學習領域課程實施」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「社會學習領域課程實施」，二者呈現中度正相關。
四、以「學校課程規劃與推動」預測「社會學習領域課程實施」的情形而言，以「課程實施」的預測力最高，其解釋量達41.9%。
根據上述主要結論，本研究分別對教育行政機關、學校行政單位及社會學習領域教師提出具體建議。
An Investigation on the Implementation of the Guidelines of Social Learning Area in Grade 1-9 Curriculum for junior high school abstract The purpose of this study was to inquire〝The Guidelines of Social 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 Social Learning Area in Grade 1-9 Curriculum for junior high school levels of education implementation present situation. Our formal survey questionnaire respondents were 1121 Social Learning Area teachers from 143 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, Pearson,s product-moment correlation, and multiple stepwise regression analysis. Based on the findings, conclusions are as follows: 1. School course plan and impetus: （1） The junior high school Social Learning Area teachers’Self- appraisal toward School course plan and impetus lay on “Partial approvals manner.” （2） The junior high school Social Learning Area teachers among diverse background variables, except School class progression, sex, teaching period of service, whether holds the post of the curriculum development committee duty, the rest variables will have little influence on School course plan and impetus . 2. Curriculum implementation of the Social Learning Area:（1） The junior high school Social Learning Area teachers’Self- appraisal toward Curriculum implementation of the Social Learning Area lay between “Partial approvals manner.” （2） The junior high school Social Learning Area teachers among diverse background variables, except School class progression, administrative area of jurisdiction, sex, whether holds the post of the curriculum development committee duty, 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. 4. Among all dimensions of School course plan and impetus, the highest prediction to total Curriculum implementation of the Social Learning Area is Curriculum implementation Based on the research conclusions, several suggestions for in-service seminars in future were made in the last sections.
An Investigation on the Implementation of the Guidelines of Social Learning Area in Grade 1-9 Curriculum for junior high school abstract The purpose of this study was to inquire〝The Guidelines of Social 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 Social Learning Area in Grade 1-9 Curriculum for junior high school levels of education implementation present situation. Our formal survey questionnaire respondents were 1121 Social Learning Area teachers from 143 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, Pearson,s product-moment correlation, and multiple stepwise regression analysis. Based on the findings, conclusions are as follows: 1. School course plan and impetus: （1） The junior high school Social Learning Area teachers’Self- appraisal toward School course plan and impetus lay on “Partial approvals manner.” （2） The junior high school Social Learning Area teachers among diverse background variables, except School class progression, sex, teaching period of service, whether holds the post of the curriculum development committee duty, the rest variables will have little influence on School course plan and impetus . 2. Curriculum implementation of the Social Learning Area:（1） The junior high school Social Learning Area teachers’Self- appraisal toward Curriculum implementation of the Social Learning Area lay between “Partial approvals manner.” （2） The junior high school Social Learning Area teachers among diverse background variables, except School class progression, administrative area of jurisdiction, sex, whether holds the post of the curriculum development committee duty, 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. 4. Among all dimensions of School course plan and impetus, the highest prediction to total Curriculum implementation of the Social Learning Area is Curriculum implementation Based on the research conclusions, several suggestions for in-service seminars in future were made in the last sections.
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Keywords
九年一貫課程, 社會學習領域, 課程實施, Grade 1-9 Curriculum, Social Learning Area, Curriculum Implementation