| Summary: | 碩士 === 臺南師範學院 === 國民教育研究所 === 89 === 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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