澎湖縣國小教師對學校本位課程發展知覺之研究

傳送到

題名:
澎湖縣國小教師對學校本位課程發展知覺之研究
著者: 張素紋; Chang, Su-wen
薛梨真; LI- CHEN HSUEH; 教育學系課程與教學碩士班
主題: 學校本位課程; 學校本位課程發展; 課程發展; school-based curriculum; school-based curriculum development; curriculum development
描述: 本研究主要在探討澎湖縣國小教師對學校本位課程發展之知覺，包括教師對學校本位課程之認知與態度、學校發展情形及個人參與困擾之知覺情形，並根據研究結果提出建議，做為教育行政機關與國民小學發展學校本位課程以及未來研究之參考。為達研究目的，本研究透過文獻分析、問卷調查之方式，收集並分析資料。所分析之文獻包括學校本位課程發展的概念分析、學校本位課程的實施及國內外學校本位課程的相關研究；問卷調查主要以澎湖縣九十一學年度四十一所小學中，278位教師為對象，以自編之「澎湖縣國小教師學校本位課程發展知覺調查問卷」為研究工具，調查所得以SPSS FOR WINDOWS進行平均數、百分比、單因子變異數分析等統計法分析資料。經資料分析之結果，本研究獲得之結論如下：一、教師對學校本位課程之參與，在認知與態度上，都已做好相當程度之準備。二、各校學校本位課程的發展情形並不理想，課程發展委員會運作尚在起步階段。三、各校課程領導的行政角色尚未發揮、對社區資源的整合及對家長的教學說明溝通應加強。四、教師的研究及專業對話之風氣有待建立，學校合作分享的組織文化尚未形塑。五、教師對學校本位課程的基本認知能力較不成問題，但時間不足及行政負擔沉重。六、課程評鑑的機制尚未建立，無法經由評鑑結果修正學校課程方案。七、離島小型學校的限制與問題浮現，如：缺乏專家指導、人力不足、協同教學不易、自編教材缺乏。八、縣內教育局對學校本位課程發展的倡導與支援不足，縣內相關的研習進修亦頗為需要。九、家長對學校本位課程之參與度不夠，對學校的本位課程發展亦較缺乏監督的功能。十、除了在「個人認知與態度」向度之外，教師之背景變項在其他向度及層面上，達顯著差異者並不多。最後，本研究根據研究結論，分別對教育行政機關、學校、教師以及進一步研究提出建議，希望對澎湖縣各國小及相關單位在推展學校本位課程上，能有所幫助。
The main purpose of this study is to investigate the teachers’ perception of school-based curriculum development〈SBCD〉in Peng-Hu elementary school. It includes the teachers’ cognition and attitude to SBCD, the development of school and the individual perception. The study provides some constructive suggestions for educational authorities and teachers’ training institutes, elementary schools, and school teachers. It also proposes some references for the further research on SBCD. To do this, the study provides self-made “The teachers’ perception on School-Based Curriculum Development of Elementary Schools in Peng-Hu.” The objects of this survey include school administrators (deans or chiefs) and teachers. I have issued out 287 copies of survey and collected back 278 valid ones. Statistical methods of percentage and multivariate analysis of variance are used to analyze research materials. The results of this research are as follows:I. The preparation of teachers’ cognition and attitude to SBCD is above average level.II. The school-based curriculum development of most school is lower than average level. The establishment of school-based curriculum development committee is still on foot.III. The role of principles is important in leading the curriculum, and getting the district’s support and resources together in order.IV. Evaluation and revision are indispensable following steps in the process of SBCD.V. The expertise and morale of the teachers as well as the culture and organization of the school should set up.VI. The professional abilities to advance school-based curriculum is sufficient, but limited time and overloaded administrative work are the two difficulties.VII. The problems of mini school in the rural areas emerge, for example: the shortage of the manpower, which leads to the difficulty of forming the teaching team as well as the lack of self-edited teaching materials.VIII. The supports of local educational authority, the department of education, are not sufficient.IX. The development of school-based curriculum encourages the participation of parents, while at the same time the parents are still not involved in the decision-making.X. There are not many differences between teachers’ gender and teaching experience, except in“ the individual perception and attitude.”The researcher, after synthesizing the findings of this research, offers suggestions at the end of this thesis, as the reference for the Peng-Hu schools, government and teacher training institutions.
碩士
建立日期: 2003
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5116
資源來源: NUTN IR

連結

連回原始介面

澎湖縣國小教師對學校本位課程發展知覺之研究

張素紋; Chang, Su-wen 薛梨真; LI- CHEN HSUEH; 教育學系課程與教學碩士班 2003

正在檢索遠程資料庫，請稍等