桃園縣國中學生政治知識與政治態度之研究

Abstract

本研究旨在探討桃園縣國中學生政治知識程度與政治態度傾向之現況，並進一步對其相關變項進行探討。 本研究採問卷調查研究法，以研究者自編之「桃園縣國中學生政治知識與政治態度調查問卷」作為研究工具，以九十八學年度桃園縣的國中九年級學生為研究對象，共獲得有效樣本1027份，以描述統計呈現樣本在政治知識測驗與政治態度量表得分的次數分配情形，並以單因子變異數分析分析各變項（性別、父母族群、家庭結構、擔任幹部經驗、每週收看電視新聞頻率、社會教科書版本、公民教師性別、公民課師資安排、學校規模、學校所在地）在政治知識測驗與政治態度量表得分的差異情形，若達0.05顯著水準則進一步以薛費法進行事後比較，最後再以皮爾遜積差相關來探討公民課教室氣氛與政治知識測驗分數、政治態度量表分數的相關情形以及國中學生政治知識與政治態度的相關性。 本研究之主要發現如下： 壹、政治知識部份 一、桃園縣國中學生的政治知識表現屬於中等程度。 二、不同性別、父母族群、家庭結構、擔任幹部經驗、社會教科書版本、公民教師性別、學校所在地的桃園縣國中學生之政治知識達顯著差異水準。 三、桃園縣國中學生在公民課教室氣氛量表的得分與政治知識測驗得分呈現顯著正相關，表示學生知覺公民課教室氣氛越民主開放，政治知識表現越佳。 貳、政治態度部分 一、桃園縣國中學生的整體政治態度傾向屬於積極、正向。民主態度、公民責任感、政治效能感傾向積極，而政治信任感則偏向消極。 二、不同擔任幹部經驗、社會教科書版本、學校規模、學校所在地的桃園縣國中學生之政治態度達顯著差異水準。 三、桃園縣國中學生在公民課教室氣氛量表的得分與政治態度量表得分呈現顯著正相關，表示學生知覺公民課教室氣氛越民主開放，政治態度越傾積極正向。 參、政治知識與政治態度的相關 桃園縣國中學生在政治知識測驗的得分與政治態度總量表的得分呈現顯著正相關，與民主態度、政治效能感、公民責任感亦呈顯著正相關，卻與政治信任感呈顯著負相關。表示學生政治知識表現越佳，其政治態度越傾積極、正向；但政治知識表現越佳，政治信任感卻越傾向消極。 根據研究發現嘗試提出下列幾項建議： 一、教材編寫之建議：能力指標及基本內容的具體化、編寫內容的豐富化 二、營較開放民主的教室氣氛 三、鼓勵學生參與公共事務 四、小班小校政策的落實 五、對弱勢學生的照顧 六、權威人物廉能形象的建立 七、認知與情意教學的並重The purpose of the research is to explore the political knowledge and attitudes of junior high school students in Taoyuan County and then examine their background variables. The methodology of this research was a questionnaire survey. The research instrument is edited by the researcher herself and divided into two subscales: students’ political knowledge and students’ political attitudes. The subjects of the research are ninth graders of 98 school year, totally receiving 1027 valid questionnaires. All data collected are analyzed by the methods of descriptive statistics, one-way ANOVA and Pearson correlation. The main findings of this research are as follows: 1.Political knowledge (1)The political knowledge of junior high school students in Taoyuan County is medium level. (2)There are significant differences in students’ political knowledge in terms of genders, parental groups, family structures, the staff experiences , the selection of social study textbooks, teacher’s genders of citizenship education, school’s area. (3)There is a positive correlation between the scores of citizenship education classroom atmosphere scale and the scores of political knowledge test. Therefore, the opener the citizenship education classroom atmosphere the students perceive, the more political knowledge the students have. 2.Political attitudes (1)The political attitudes of junior high school students in Taoyuan County are active and positive. The democratic attitude , the sense of citizen duty, and the political efficacy tend to be active, but political trust tend to be passive. (2)There are significant differences in students’ political attitudes in terms of the staff experiences , the selection of social study textbooks, the size of the schools. (3)There is a positive correlation between the scores of citizenship education classroom atmosphere scale and the scores of political attitudes scale. Therefore, the opener the citizenship education classroom atmosphere the students perceive, the more active and positive the students’ attitudes are. 3.The correlation between political knowledge and political attitudes (1)There are positive correlations between students’ political knowledge and political attitudes, among students’ political knowledge, political attitudes, democratic attitudes, political efficacy and the sense of citizen duty, yet a negative correlation between students’ political knowledge and political trust. It indicates that the more political knowledge the students’ have, the more active and positive the students’ attitudes are, yet the more passive the students’ political trust is. (2) Based on the findings above, some suggestions are provided for the research: 1.For the designing of teaching material: specify the competence indicators and the basic content and enrich the content. 2.Develop the democratic classroom atmosphere. 3.Encourage students to participate in public affairs. 4.Take action to conduct the policy of Small-Class. 5.Pay much attention and care to disadvantaged students. 6.Develop the honest and upright image of authoritative figure. 7.Emphasize both affective and cognitive teaching.