The Present Curriculum Implementation Status and Performance Evaluation on the Public-Private Six-year Schools

• Main Authors: Huan Ching Chien, 簡煥卿
• Other Authors: 蔡清田
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/87781835093146840009

碩士 === 國立中正大學 === 教育研究所 === 92 === Abstract This study aims to explore the present curriculum implementation status and performance evaluation on the Public-Private Six-year High Schools. It further analyzes the discrepancies resulting from the variables─the disparate backgrounds of the educators. According to the result of the study, some suggestions are made to the school administrations, teachers, as well as educational administrations to consult. To target these goals above, this thesis adopts “the questionnaire survey” and “interviews” to conduct a research in which a self-developed questionnaire-- “the Present Curriculum Implementation Status and Performance Evaluation on the Public-Private Six-year Schools”-- was designed as the major research tool to distribute to the teachers of the Public-Private Six-year High Schools in the 2002-2003 academic year. There are 525 questionnaires are returned and after close examination there are only 508 valid ones. On the other hand, interviews pinpoint seven interviewees including principles, department deans, department assistant deans, as well as teachers of the CHS. Moreover, this research inquires into the schools’ test scores of interviewees in Basic Competence Test for Junior High School Students with the statistic analyses like Mean, Standard Deviation, T-test and one-way ANOVA. Based on the research finding, conclusions are summed up as follows: 1.The Public-Private Six-year High Schools teachers ‘s understanding of the spiritual connotation on the course goals and their satisfaction on the curriculum implementation are revealed in frequency distribution and percentage. It shows that the Six-year High Schools coincide with the goal setting and the satisfaction level on the curriculum implementation. 2.On the efficiency evaluation of curriculum implementation, the most effective ones are “students learning guidance” and “administration support.” The Next one is “curriculum leadership.” Then follows “teacher profession and further education.” The final one is “curriculum planning.” 3.Sexes, positions as well as teaching experiences are individual background variables that make significant differences in curriculum implementation. 4.Disparate school types, school sizes, and classroom sizes of the Public-Private Six-year High Schools are school background variables that result in obvious differences in curriculum implementation. 5.Public and Private Six-year High Schools differs noticeably in their test performance of the Basic Competence Test for Junior High School Students. 6.Exempted or experimental class makes a distinguishable difference in curriculum implementation of the Public-Private Six-year High Schools. According to the conclusions above, this study puts forward relevant suggestions to the school administrations and teachers for future researcher’s consultation. Keyword: Six-year High Schools, the curriculum implementation, the evaluation of the effect, the Basic Competence Test for Junior High School Students