教師對統整課程的認知與實施統整課程問題知覺關係之研究

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教師對統整課程的認知與實施統整課程問題知覺關係之研究
著者: 鍾惠娟; Chung, Hui-Cheng
薛梨真; Xue, Li-Zhen; 國民教育研究所
主題: 統整課程; 問題知覺; 統整課程的認知; the integrated curriculum; the problem perception; the cognition of the integrated curriculum
描述: 中文摘要本研究旨在探討國小教師對統整課程的認知與其實施統整課程問題知覺兩者之關係。為達上述目標，本研究採「教師對統整課程的認知調查量表」、「教師實施統整課程調查量表」為研究工具，以於88學年度試辦九年一貫課程之公立國小教師為樣本，得518份有效問卷。所得的資料分別以單因子單變量變異數分析、積差相關、t考驗、薛費多重比較分析法來進行資料處理與分析，獲以下研究結論：一、國小教師對統整課程定義的認知是採廣義的界定。二、國小教師對統整課程的認知，受教學年資、支持態度因素影響而有差異。三、國小教師實施統整課程的問題，大多認同物理環境的缺乏與時間的不足為待解決之實施問題。四、國小教師實施統整課程之問題知覺，受教育程度、有無參加研習、支持態度、學校規模、任教年級、性別、教師職稱、定期考查方式的因素影響而有差異。五、國小教師對統整課程的認知越高，其實施統整課程的問題就越少。本研究針對以上結果加以討論，據以提出對師資培育單位、學校行政人員、國小教師以及未來研究之若干具體建議，以作為教育部將於民國九十實施九年一貫課程之參考，分述如下：一、對師資培育單位方面（一）建議師資培育課程納入培養教師統整課程能力之課程（二）提供在職教師與統整課程有關的研習機會二、對國小行政人員方面（一）行政人員應多配合教師的教學需求並建立良好的學校行政支持系統。（二）學校積極爭取實施課程的經費。三、國小教師方面（一）教師主動參加與統整課程相關之研習活動，以期實施統整課程能更加順利與有效率。（二）教師利用資料庫、協同教師間的合作，以解決實施統整課程時間不足之問題。（三）利用班親會、聯絡簿、電話溝通的方式與家長多作統整課程理念之溝通，以期獲得家長的支持，並且化為行動、人力，支持班上實施統整課程的經費與活動。關鍵字：統整課程、問題知覺、統整課程的認知
The Relationship between elementary school teachers’ cognition of integrated curriculum and their problems implementing the integrated curriculum Chung, Hui-Cheng Abstract This study was to aim at studying the relationship between elementary school teachers’ cognition about the integrated curriculum and their problems implementing the integrated curriculum. The instruments applied in this study included Teachers’ cognition about integrated curriculum Inventory, Teachers’ perception of integrated curriculum problems Inventory. The subjects were 518 elementary school teachers on trial in school year 88 in Taiwan. The data collected were analyzed by one way ANOVA, Pearson Product-moment Correlation, t test, Schefe Method. The main findings were as follows： 1. Elementary school teachers adopt the broader concept of integrated curriculum. 2. The degree in integrated curriculum cognition of elementary school teachers was affected by teachers’ teaching years and attitude about integrated curriculum. 3. Elementary school teachers almost agree the primary problems implementing integrated curriculum are short of time and the physical environment. 4. Elementary school teachers’ problem perception of integrated curriculum was affected by teachers’ education background, school size, gender, title, school regular tests, the seminar. 5. The wider concept of integrated curriculum the elementary teachers had, the less problems implementing the integrated curriculum teachers had. Based on the results, discussions and suggestions about this research were presented. Keywords: the integrated curriculum, the problem perception, the cognition of integrated curriculum.
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建立日期: 2001
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4841
資源來源: NUTN IR

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教師對統整課程的認知與實施統整課程問題知覺關係之研究

鍾惠娟; Chung, Hui-Cheng 薛梨真; Xue, Li-Zhen; 國民教育研究所 2001

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