臺北市國中綜合活動學習領域理念與實施現況之研究

Abstract

臺北市國中綜合活動學習領域理念與實施現況之研究 摘 要

本研究旨在了解臺北市國中綜合活動學習領域理念與實施現況，研究方法採問卷調查法與教師訪談法，進行資料蒐集，研究樣本以台北市56所國中424位綜合活動學習領域老師為對象；研究工具為「台北市國中綜合活動學習領域教師理念覺知調查表」「台北市國中綜合活動學習領域實施現況調查表」。調查所得資料以SPSS11.5軟體、經獨立樣本t考驗、「次數分配與百分比分析」、「平均數與標準差分析」、「One-Way ANOVA單因子變異數分析」、「scheffe進行事後檢定」等考驗研究假設。主要研究結果如下：

一、臺北市國中綜合活動學習領域教師在理念覺知之現況：對教學理念的了解程度最好，對教材理念的了解程度次之，對評量理念的了解程度再次之，對課程理念的了解程度居末，但整體而言，教師的理念覺知都介於非常了解和大致了解之間，屬於中上程度。 二、臺北市國中綜合活動學習領域的實施現況：教學實施現況加總分數最高，評量實施現況加總分數次之，前兩者介於非常符合和大致符合之間；而課程實施現況加總分數第三位，教材實施現況加總分數最低，後兩者介於大致符合和不大符合之間；整體而言，實施現況都在中等以上。 三、臺北市國中綜合活動學習領域教師在「課程理念」覺知上，女性教師優於男性教師，有顯著差異。 四、臺北市國中綜合活動學習領域教師在「課程理念」覺知上，修畢綜合活動學習領域相關課程10學分的教師優於未修畢教師，有顯著差異。 五、臺北市國中綜合活動學習領域教師在「教學理念」覺知上，修畢綜合活動學習領域相關課程10學分的教師高於未修畢教師，有顯著差異。 六、台北市國中綜合活動學習領域教師能將理念落實於教學實施現況中。 此外，本研究根據研究結論，提出十五項相關建議。

關鍵字：台北市國中、綜合活動學習領域理念、綜合活動學習領域教師

A Study on Taipei City Junior High School Integrative Activity Learning Field Concept and Current fulfillment

ABSTRACT The main purpose of the research was to understand Taipei city junior high school Integrative Activity learning field concept and current fulfillment. This study used the questionnaire survey and teacher-groups interviews as it means of data collection. The research sample consisted of 424 teachers in total of 56 public junior high schools in Taipei city. The research tools used were ”Survey Questionnaire on Taipei City Junior High School Integrative Activity Teachers’ Cognition toward the Learning Field Concept ” and “Survey Questionnaire on Taipei City Junior High School Integrative Activity Current fulfillment”. In order to test the research hypothesis, the data obtained from the survey was analyzed used SPSS11.5 for Windows to perform description statistics, independent-sample t-test, “the Analysis of Frequency Distribution and Percentage”, “the Analysis of Average and Standard Deviation”, “One-Way ANOVA”, Scheffe check after. The main research results are stated as below: 1.The current of teachers’ cognition in Taipei city junior high school integrative activity learning field concept: The degree to understand the teaching concept is the highest, the degree to understand the teaching material concept is secondary, and the degree to understand the assessment concept is sub-secondary. Then the degree to understand the curriculum concept is the last. But in general speaking, teachers’ cognition toward the concept lay between “understanding very much” and “understanding much”, which appear on above the medium level. 2.The current fulfillment in Taipei city junior high school integrative activity learning field concept : The scores of total amount in teaching current fulfillment is the highest, and in the assessment is secondary. The agreement is laid between “very much” and “much”. The scores of total amount in curriculum current fulfillment is the third, and in teaching material is the lowest. The agreement is laid between much and less. On the whole, the current fulfillment is above the medium level. 3.The Curriculum Concept in Taipei city junior high school integrative activity learning field teachers’ cognition: Female teachers have the advantage over male teachers. There is significant variance. 4.The Curriculum Concept in Taipei city junior high school integrative activity learning field teachers’ cognition: Between those teachers with and without completion of 10-degree-curriculum in integrative activity learning field, there is significant variance. 5.The Teaching Concept in Taipei city junior high school integrative activity learning field teachers’ cognition: Between those teachers with and without completion of 10-degree-curriculum in integrative activity learning field, there is significant variance. 6.The teachers in Taipei city junior high school integrative activity learning field are able to carry out the concept to current teaching. Besides, according to the research conclusions, the results of this study also provide fifty items of related suggestions. Keywords: Taipei City Junior High School, Integrative Activity Learning Field concept, Integrative Activity Learning Field Teachers