| Summary: | 碩士 === 臺北市立師範學院 === 國民教育研究所 === 89 === Policy Evolution of Class Size Reduction, Normalized
ClassAssignment in Junior High School and English
Teaching in Elementary School─From the Education
Minister of Wei-Fan Kuo , Jin Wu to Chin-Chiang Lin
Yn-Huey Luo
Abstract
The main purposes of this study were as follows. Firstly, it aimed to explore the opinions toward practitioners in junior high school and elementary schools. Secondly, it attempted to explore the current state of policy evolution of class size reduction, normalized class assignment in junior high school and English teaching in elementary schools. Thirdly, it undertook to explore factors affecting education policy evolution and finally to provide recommendations to educational administration agencies.
The study utilized methods of document analysis, questionnaire survey and interview. Document analysis was used to examine the evolution of policy contents. Questionnaires of survey based on opinions about policy evolution in junior high schools and elementary schools, developed by this author, were administered to 810 samples randomly drawn from junior high schools and elementary schools in Taipei with a return rate of 64.08﹪and 76.04﹪respectively. Data were analyzed by frequency and percentage. Interview of survey subjects were purposively selected from educational administration agencies to explore the current state of policy evolution and factors affecting policy evolution.
According to the questionnaire survey and interview, this study yielded the following results: (1) most practitioners were more familiar with the policies of class size reduction and normalized class assignment in junior high school of Minister Wei-Fan Kuo than those of other Ministers; (2) most practitioners were more familiar with the policy of English teaching in elementary school of Minister Chin-Chiang Lin than other Ministers; (3) most practitioners supported the policies of class size reduction and English teaching in elementary school Ministers Wei-Fan Kuo , Jin Wu and Chin-Chiang Lin; (4) most practitioners supported the policy of normalized class assignment in junior high school of Minister Wei-Fan Kuo; (5) most schools executed Chin-Chiang Lin’s class size reduction policy; (6) most junior high schools overall implemented the normalized class assignment; (7) the target year of accomplishing the policy of class size reduction was shortened from 2007 to 2003 academic year; (8) the strategy shifted from normalized class assignment in junior high school to the subsidy of reward only; (9) the policy of English teaching in elementary school shifted from required course in group activity as selective course to at grade 5; (10) educational reform, expenditure, human factor, the needs of society, and current trend had an impact on policy evolution of class size reduction, normalized class assignment in junior high school and English teaching in elementary school; (11) the scarcity for school fields, interferences from parents, civic representatives and parts of the schools which didn’t support the policy, and the lack of English teachers handicapped mostly the policy implementation; (12) expenditure support, teacher increase, elimination of incapable teachers, and initiation of spirit of teaching in small-size class were approaches to execute the policy of class size reduction; (13) class-size reduction, revision of grading policy, facilitation of volunteer promotion, the advanced guidance system of grade 9 students, simplification of the textbook of each grade in junior high school, the re-examination for entrance examination system of a senior high school, allocation of expenditure of teacher retirement, the curriculum of 1 through 9 grade, and the development of basic skill tests in junior high school were approaches to execute the policy of normalized class assignment; (14) required course at grade 5 and 6, English teachers training, enhancement of teachers'' teaching skills, the set of outline of English curriculum, evaluation of students, preparation of English teachers, teachers'' in-service training, enrichment of facility and equipment for teaching, and the establishment of implement team were approaches to execute the policy of English teaching in elementary school.
Based on the study results, suggestions are made for educational administration agencies.
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