A Study of the Implementation of the Health and Physical Education Curriculum at the Junior High Schools of Taipei City

• Main Authors: Chien-Pang Lai, 賴建邦
• Other Authors: Chih-Hsien Yang
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/89382757256478411989

碩士 === 輔仁大學 === 體育學系碩士班 === 92 === With the escalating demand for educational reform, the education authorities were aware the inevitable trend of the educational reform. Apparently, the former education system could no longer keep up with the globalization trend and, as a result, 9-year consistent curriculum was been created. This study attempted to find out the difference between the junior high school physical education teachers with respect to their viewpoints regarding “health and physical education courses” and their standpoints with regard to the progress of the courses as well as the issued faced by them when teaching. This study had gathered opinions from approximately 340 physical education teachers of public junior high school via “questionnaire regarding the health and physical education curriculum of junior high schools” and concluded following findings based upon the results shown on 205 responded questionnaires: 1. Regarded physical education teachers’ approval for the 9-year consistent curriculum （1）Female teachers showed a higher level of approval for the 9-year consistent curriculum than male teachers did. （2）The difference between teachers regarded their approval for the 9-year consistent curriculum didn’t reach significant level, regardless teachers’ education backgrounds, their normal colleges, marital status, whether they had assumed other possessions, whether they were undertaking administrative duties, whether they were teaching other courses, whether their schools had launched 9-year consistent curriculum on a trial-basis, whether they had served as curriculum development council member, whether they had chaired the health and physical education course research group, and whether they had served as the health and physical education course research group members. （3）The reform of 9-year consistent curriculum and the “level of approval” didn’t reach the significant level regardless the teachers’ seniority, ages, and the number of study hours. 2. Regarded whether the status quo of the health and physical education courses offered by schools were consistent with the requirements of 9-year consistent curriculum. （1）The difference didn’t reach significant level, regardless whether the school had offered courses on a trial-basis in accordance with the requirements of 9-year consistent curriculum. （2）The difference didn’t reach significant level, regardless whether the number of classes, the number of physical education teachers, and whether the schools had offered courses in accordance with the requirements of 9-year consistent curriculum. 3. Regarded the issues faced by physical education teachers after 9-year consistent curriculum were adopted and their approval for 9-year consistent curriculum （1）The issues faced by physical education teachers were divided into “capability resources, “related measures”, “communication and coordination”, and “study results” based upon teachers’ approval for the reform of 9-year consistent curriculum. （2）Teachers’ “approval” for the reform of 9-year consistent curriculum didn’t reach significant level, regardless the teachers’ sex, education background, marital states, whether they had assumed other possessions, whether they were undertaking administrative duties, whether they were teaching other courses, whether their schools had launched 9-year consistent curriculum on a trial-basis, whether they had served as curriculum development council member, whether they had chaired the health and physical education course research group, and whether they had served as the health and physical education course research group members. （3）The teachers who had received normal education showed a higher level of significance than the teachers who hadn’t received normal education regarded the issues related to “communication and coordination”, “related measures”, and “study results”. （4）There was a negative correlation between teachers’ seniority and the issues related to the 9-year consistent curriculum, as far as “capability resource” and “study results” were concerned. （5）There was a negative correlation between teachers’ age and the issues related to the 9-year consistent curriculum, as far as “capability resource” and “study results” were concerned. （6）The difference didn’t reach significant level, regardless the number of hours that teachers had studied and their “approval” for the reform of 9-year consistent curriculum. Key words: 9-year consistent curriculum, approval, status quo, issues faced by teachers.