國民中學自然與生活科技領域教師教學困擾與解決途徑之研究

Abstract

本研究旨在探討國民中學自然與生活科技領域教師教學困擾及其解決途徑，研究內容包括自然與生活科技領域教師教學困擾的現況、解決途徑、尋求協助的對象及輔導需求，並分析不同個人與背景變項的自然與生活科技領域教師其教學困擾及解決途徑之差異情形。 本研究之研究方法採用文獻分析法與問卷調查法，針對全省自然與生活科技領域教師進行調查，依據實際施測結果，有效樣本共計711位教師。調查資料經描述統計、獨立樣本t考驗、單因子變異數分析、及卡方分析後，獲致以下研究結論： 一、自然與生活科技領域教師對九年一貫課程的整體困擾程度高於「有時感到困擾」，且傾向負面。在教學困擾的類別中，以「教學資源」之困擾程度最高；在教學困擾的項目中，以「運用家長及社區人士的協助」之困擾程度最高。 二、自然與生活科技領域教師整體的教學困擾，因服務年資、曾經試辦九年一貫課程、曾經試辦自然與生活科技領域課程之不同而有所差異。 三、自然與生活科技領域教師對因應九年一貫課程理想的教學型態，傾向選擇分科教學。 四、自然與生活科技領域教師遭遇教學困擾之處理方式為尋求解決途徑，並以求助於有相同經驗的人或團體、運用網路資源、及翻閱書籍與相關文獻最多。在尋求協助的對象中，以相同學習領域教師、校內資深教師、大學的同儕、及不同學習領域教師最多。 五、自然與生活科技領域教師的輔導需求，以學科知識、統整式教學活動的設計、多元評量的實施、及學校本位課程的設計最多The study aims to investigate junior high teachers' teaching difficulties in the field of Science and Technology and its solutions, including those teachers' current teaching difficulties and its solutions, counselors available to the teachers, and teachers' need of counseling. Then, Researcher attempt to analyze difference of current difficulties and its solutions between teachers with different individual and background variants. The approaches adopted in this research are as follows: documents analysis and questionnaire. According to the result of the investigation, valid samples add up to 711 teachers of Science and Technology. By means of Description Statistics, T-test, One-way Analysis of Variance, and Chi-square Test, Researcher draws the following conclusions: 1. In the face of Grade 1-9 Curriculum, the teaching difficulties, which teachers of Science and Technology face are more than "sometimes they feel perplexed," and the tendency are negative. Of the categories of teaching difficulties, the teaching resources rank; of the items of teaching difficulties, hot to get help from the parents and the persons of the community tops the others. 2. Teaching difficulties of teachers of Science and Technology vary in terms of teachers' duration of teaching, participation in Grade 1-9 Curriculum, and in Science and Technology curriculum. 3. Responding to ideal teaching for Grade 1-9 Curriculum, teachers of Science and Technology prefer separate course teaching. 4. Faced with teaching difficulties, teachers of Science and Technology tend to ask for help from persons or groups with the same experiences, to make use of the Internet resources, and to refer to reference books or related documents. Of the counselors they seek, most are teachers with the same educational background, experienced teachers in the same school, college classmates, and teachers of different fields. 5. Teachers' need for counseling is chiefly focused in the following ways: professional knowledge, design of the integrated teaching activity, the enforcement of multiple evaluations, and the design of School- based Curriculum.