國民中學社會學習領域教師對實施九年一貫課程的認知與態度之研究

Abstract

本研究旨在了解國民中學社會學習領域教師對實施九年一貫課程的認知與態度。為達成研究目的，本研究以自編之「國民中學社會學習領域教師對實施九年一貫課程的認知與態度調查問卷」為調查研究工具，以台灣北區、中區、南區、東區及離島等141所抽樣學校社會學習領域教師800人作為正式問卷調查對象，回收452份有效問卷（回收率56.5%）。本研究針對所得的資料，以SPSS8.0 for Windows套裝軟體進行次數分配、獨立樣本單因子變異數分析（One-Way ANOVA）、薛費法（Scheffe’）事後比較分析、獨立樣本t考驗（Independent-Samples T Test）等統計分析。 依據資料分析發現，獲致以下結論： 一、認知方面 本研究的認知部份，旨在了解受試教師對於：（i）九年一貫課程綱要內涵（ii）社會學習領域課程綱要內涵二個部分的認知現況． 1、國民中學社會學習領域教師對於九年一貫課程綱要內涵的整體認知，位於「大部分了解」之水準。 2、國民中學社會學習領域教師對於社會學習領域課程綱要內涵的整體認知，介於「大部分了解」和「完全了解」之間。 3、「試辦九年一貫課程之學年度」、「性別」、「年齡」、「教學年資」、「擔任職務」、「有無擔任課程發展委員」、「任教科目」、「參加九年一貫課程進修累計時數」等因素，確實影響國民中學社會學習領域教師對於九年一貫課程綱要內涵整體之認知。 4、「修習教育學分之機構」、「有無擔任課程發展委員」、「參加九年一貫課程進修累計時數」等因素，確實影響國民中學社會學習領域教師對於社會學習領域課程綱要內涵整體之認知。

二、態度方面 本研究的態度部份，旨在了解受試教師對於：（i）課程改革（ii）教師信念（iii）配套措施三個部分的態度現況。 1、國民中學社會學習領域教師對於實施九年一貫課程改革，持有較消極的看法。 2、「擔任職務」是眾多個人因素當中，唯一在教師對課程改革態度上，形成顯著差異之因素。 3、國民中學社會學習領域教師對於九年一貫課程所抱持之信念呈現積極正向的態度。 4、「試辦九年一貫課程之學年度」、「年齡」、「修習教育學分之機構」、「教學年資」、「有無擔任課程發展委員」、「有無擔任領域課程小組召集人」、「參加九年一貫課程進修累計時數」等因素確實影響國民中學社會學習領域教師對於九年一貫課程所抱持之信念態度。 5、國民中學社會學習領域教師對於實施九年一貫課程之「配套措施」，呈現積極正向的態度。 6、「試辦九年一貫課程之學年度」、「年齡」、「教學年資」、「參加九年一貫課程進修累計時數」等因素確實影響國民中學社會學習領域教師對於實施九年一貫課程相關「配套措施」之態度。 除了問卷調查研究之外，亦採用訪談方法進一步蒐集社會學習領域教師於九年一貫課程實施初期之認知與態度。最後依據研究結論，本研究提出一些建議，作為未來繼續推動新課程之參考。

The main purpose of the research was to understand junior high school social studies teachers’ cognition and attitudes toward the Grade 1~9 Coherent Curriculum. In terms of the questionnaire, we composed the “Survey Questionnaire on Junior High School Social Studies Teachers’ Cognition and Attitudes Toward the Grade 1~9 Coherent Curriculum” as our survey tool. Our formal survey questionnaire respondents were800 Social studies teachers from 141 junior high schools across Taiwan selected from the northern, central, southern, eastern, and off-island regions. 452 questionnaires were returned（i.e.,56.5% return rate）.The data were analyzed using SPSS 8.0 for Windows to perform description statistics, independent-sample t-test, one-way independent-sample ANOVA, and Scheffe’s post-hoc comparison. Based on the findings, the research obtained the following conclusions: 1. Aspect of cognition: The purpose of the research on aspect of cognition was to understand the junior high school Social Studies Teachers’ Cognition toward the following two sections：(i) The content of the Grade 1-9 Coherent Curriculum Framework (ii) The content of the Social Studies course. (1)The junior high school Social Studies teachers’ cognition toward the Grade 1~9 Coherent Curriculum lay on “understanding for the most part.” (2)Social Studies teachers’ cognition toward the content of the Social Studies course lay between “understanding for the most part” and “complete understanding.” (3)The cognition of individual teachers toward the content of 1-9 Coherent Curriculum were varied due to the school year of field-testing, gender, ages, years of teaching, their job duties, if the subject is a member in the Curriculum Development Committee, the course of teaching, and the total credits of training courses for the 1-9 Coherent Curriculum. (4)The cognition of individual teachers toward the content of the Social Studies course were varied due to the Teacher Education Program, if the subject is a member in the Curriculum Development Committee, and the total credits of training courses for the 1-9 Coherent Curriculum. 2. Aspect of Attitudes: The purpose of the research on aspect of attitudes was to understand the junior high school Social Studies Teachers’ Attitudes toward the following three sections：(i) Curriculum reform (ii)The belief of teachers (iii)The necessary measures. (1)Social Studies teachers’ total attitude toward the Grade 1~9 Coherent Curriculum reform implementation took a pessimistic view. (2)“Their job duties”is the only one factor that affects the junior high school social studies teacher’s attitudes toward the Grade 1~9 Coherent Curriculum reform. (3)The junior high school Social Studies teachers hold extremely positive belief toward the Grade 1~9 Coherent Curriculum. (4)The belief of the junior high school Social Studies teachers toward the Grade 1-9 Coherent Curriculum was varied by the school year of field-testing, ages, the Teacher Education Program, years of teaching, if the subject is a member in the Curriculum Development Committee, if the subject serves as the chair of the Committee, and the total credits of training courses for the 1-9 Coherent Curriculum. (5) Social Studies teachers’ attitudes toward the necessary measures of the Grade 1~9 Coherent Curriculum reform implementation was extremely positive. (6) “The school year of field-testing,”“ ages,”“ years of teaching,”“ the total credits of training courses for the 1-9 Coherent Curriculum,” etc., factors affected Social Studies teachers’ attitudes toward the necessary measures. Besides the research by questionnaire survey, we also applied the method of interviewing to collect more information about the attitude and the recognition of Social Studies teachers in the beginning of applying 1-9 Coherent Curriculum. Based on the research conclusions, several suggestions for in-service seminars in future were made in the last sections.