| Summary: | 碩士 === 國立臺灣師範大學 === 教育研究所 === 92 === The Investigation of Implementation of the Curriculum Guidelines of Language Arts (Mandarin) Learning Area in Junior High School
【Abstract】
The main purpose of the study is to investigate the implementation of the guidelines of grade 1-9 curriculum in junior high school. The questionnaire includes two parts —“ The plan and the promotion of the school curriculum” and “The curriculum implementation of Language Arts (Mandarin) learning area”. The study explores the differences among the teachers with different background variable and the relationship between the two parts.
The study adopts questionnaire investigation, and its tool is self-made “ The Research of implementation Conditions of the Curriculum guidelines of Language Arts (Mandarin) Learning Area in Junior High School”. The population is based on the Language Arts (Mandarin) teachers in public junior high school in Taiwan, 142 schools, 1200 teachers are selected as the subjects for the questionnaire. After the reclamation of the questionnaire, the statistical methods including descriptive statistics, t-test, the one-way ANOVA, Pearson’s product-moment correlation and Chi-square test, and so forth are proposed to analyze the data, and hopingly through the design above to realize the implementation conditions of curriculum guidelines of Language Ares (Mandarin) learning area in Junior High School, and moreover to make the related proposals.
The conclusions are as followings:
1. Language Arts (Mandarin) teachers have positive manner to the implementation conditions of curriculum guidelines of Language Arts (Mandarin) learning area in Junior High School.
2. There are some differences among the different background variable teachers in “The plan and the promotion of the school curriculum” : As the teachers of different background variable,
(1) there are no marked differences considering the number of classes, the best educational background, graduating from the training pre-vocational education institution, the subjects they teach or match, etc.
(2) there are marked difference considering the gender, the administrative district where the schools located, teaching seniority, working as a member of the Committee of School Development or not.
3. There are some differences among the different background variable teachers in “The curriculum implementation of Language Arts (Mandarin) learning area” : as the different background variable teachers,
(1) there are no marked difference considering the best educational background, graduating from the training pre-vocational education institution, the subjects they teach or match, etc.
(2) there are marked difference considering the number of classes, the administrative district where the schools located, gender and working as a member of the Committee of School Development or not.
4. The correlation analysis found that there is extremely positive relationship among “the plan and the promotion of the school curriculum” “the curriculum implementation of Language Arts (Mandarin) learning area” and “ the implementation of the guidelines of grade 1-9 curriculum”.
5. There is great relation in dealing with homeland language instruction for the schools with different number of classes and the ones located administrative district.
Key Words：Language Arts (Mandarin) Learning Area ,Curriculum implementation, The Guidelines of Grade 1-9 Curriculum for junior high school
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