| Summary: | 碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 97 === This study intended to explore the differences and correlation between different backgrounds and schools variance for vocational high school teachers’ cognition and attitudes toward school-based curriculum of 2010 Curriculum.This study used survey questionnaire method, in terms of the questionnaire, we compiled the “Survey Questionnaire of Vocational High School Teachers’ cognition and Attitudes toward School-based Curriculum of 2010 Curriculum” as our survey tool. By stratified cluster random sampling, 704 questionnaires were sent to the teachers in vocational high school, account recovery questionnaire 443, 436 valid questionnaires were recovered, with the valid recovery rate of 61.9%. The data was under the process of frequency, percentile, means, stand ard deviation, t-test, and one-way ANOVA. Based on the research conclusions, several suggestions were made for vocational high school implement School-based Curriculum.
The conclusions of this study were as follows:
1. The cognition toward school-based curriculum of teachers of vocational high school in the Middle Region is “understanding for the most part”. And the attitudes toward school-based curriculum is “agreement”.
2. There is significantly positive difference in regard to teachers’ cognition toward school-based curriculum, due to their age, administration duty, credit of training courses and the school location.
3. There is significantly positive difference in regard to teachers’ attitude toward school-based curriculum, due to their administration duty, credit of training courses and the school location.
4. Noticeable positive relationship is presented regarding to vocational high school teachers’ cognition and Attitudes toward school-based curriculum.
Keywords: Vocational high school teachers, 2010 Curriculum, School-based curriculum.
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