國民小學教師對實施九年一貫課程的感受與專業成長之研究－以高屏地區為例

• Main Author: 方世欽
• Other Authors: 陳慶瑞
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/35302028044037585808

碩士 === 國立屏東師範學院 === 國民教育研究所 === 92 === 　　　　　　　　　　　Abstract 　　The purpose of this study is to discuss elementary school teachers’ attitude toward the nine-year-curriculum and professional development in Kaohsiung and Pint-tung area. The results of the study will provide recommendations for improving the implementation of the nine-year-curriculum, teachers’ professional development and further study. 　　The literature review and questionnaire survey are utilized to acquire the needed data. Questionnaire was developed by the author and administered to 596 school representatives, randomly selected from 50 elementary schools in Kaohsiung and Ping-tung area. The data was analyzed with SPSS 10.0 software in Chinese and present by t-test, One-way ANOVA, Person product-monent correlation and multiple stepwise regressions. 　　The results of the study are as follows: 1. Most of elementary school teachers understand the essential concepts, theories and the context of the nine-year-curriculum. They also support this education reform. Most of teachers agree and have positive attitude toward the whole professional development. 2. Female teachers, under 30 years old, within 5 years teaching experience, with master degree, ever served in experimental school have higher evaluation toward the nine-year-curriculum. 3. Female teachers, under 30 years old, within 5 years teaching experience, subject teacher, ever served in experimental school, have much more professional development. 4. Elementary school teachers, who have higher evaluation and deeper understanding for the nine-year-curriculum, have better professional development. 5. Elementary school teachers’ attitude toward the nine-year-curriculum has efficient prediction for the professional development. 　　The analysis reached the following conclusions: 1. Most of teachers understand the essence and content recognition of the nine-year-curriculum, but also with anxiety and pressure. 2. The “professional knowledge” and “professional ability” achieve above the average, particularly the teaching has been highly concerned. 3. Teacher training college offer better individual readiness to the young and less experienced teachers. 4. Subject teacher can pay more attention to develop new courses, they also have better professional development. 5. Teachers who ever served in experimental schools have better performance both in professional development and nine-year-curriculum, due to the experimental schools offer more abundant resources to the teachers. 6. There exists remarkable correlation between the nine-year-curriculum and teachers’ professional development. Key Word : the nine-year-curriculum、teachers’ professional development