A Study of the Implementation of Junior High School Curriculum,"''Getting to Know Taiwan:the History Section"

• Main Authors: Chiu-Heng Lin, 林秋亨
• Other Authors: Chen Hwei-Pang
• Format: Others
• Language: zh-TW
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/66754304667818875449

碩士 === 國立新竹師範學院 === 國民教育研究所 === 87 === This study attempts to explore the professional development experience, implementation status and influential factors of the teachers in charge of " Getting to know Taiwan:the History Section", to serve as the reference of educational administrative sectors in review of new curriculum program and teachers'' response to new program in the future. This study researches information by means of literature analysis, interview investigation and questionnaire investigation methods. The major tool of study is a self edited "Questionnaire of Study on the Current Status of Implementing Getting to know Taiwan:the History Section in Junior High School", with research subjects as the currently teaching " Getting to know Taiwan:the History Section" teachers of Taiwan area (excluding Penghu, Kinmen, Matzu). This study selects 150 schools and 441 teachers, with retrieval of 328 copies of effective questionnaire, accounting for 74.4% of the total sample. The interviewees are 8 history teachers of Taipei County and City. Concerning the data obtained in questionnaire, such statistical methods as frequency, percentage, Chi Square test, t-test, one-wayANOVA, Scheffe'' multiple comparisons and stepwise multiple regression analysis, etc. have been separately applied for analysis and treatment. At last, the following conclusions are obtained: 1. The professional development experience of teachers in charge is not very rich. 2. The teachers in charge have high teaching capacity, yet rather insufficient in media and community resource utilization. 3. The majority of teachers in charge confirm the implementation of this subject, yet with rather non-affirmative attitude as to whether the textbooks can conform to student ability, incur students'' interest. 4. Such factors as service period, educational level, graduating department, professional training, school area location, teaching class number account for obvious influence on professional development. 5. Gender, magnitude of school, number of teaching class account for obvious influence on professional development. 6. Gender, service period, graduating department, magnitude of school, and school area location influence teachers'' affirmation of the implementation of this subject. 7. Teaching research can best forecast the current status of teaching and teacher''s opinion (part 1). 8. Gender, service period, graduating department, and professional training influence the views of teachers about the curriculum program, teaching, positioning, seminar effect. 9. Too few lecture hours, insufficient background knowledge of students, too little chance of participating in new teaching material seminar, and difficulty in access to teaching medium, etc. are the most difficult part in teaching. Based on the above discoveries in research, the following recommendations are provided: 1. Improve the implementation effect of " Getting to know Taiwan:the History Section": Strengthen seminar effect, improve teaching material content and narration approach, suffice teaching resource, reinforce professional ability. 2. Implementation of future new curriculum program: compliance of related measures, strengthening of seminar guidance, concern of integrity of teaching material and compliance of student background knowledge, cultivation of professional ability. 3. Follow-up study: Expand investigation sample and scope of research, with concurrent application of other study methods.