| Summary: | 碩士 === 慈濟大學 === 教育研究所 === 101 === The aim of this research was to study the role of military instructors in designing and promoting the high school national defense education program in
eastern Taiwan, by examining the curriculum implementation strategy based on
students’ backgrounds. As such, we can propose a guideline for the
implementation of a national defense education program for high school students.
This study was conducted by survey methodology, including the interviews
with the military instructors and the questionnaire for high school students in the current progress of the high school national defense program. As such, we
obtained the feedback from the military instructors. For the questionnaire, we
randomly chose 1450 tenth grade students from high schools in eastern Taiwan. A
total of 1436 questionnaires were returned and 1400 of them were eligible for
further analysis. The student t-test and One way ANOVA analysis of variance
were used for statistical analysis. Our results were shown below.
1. The current progress of the high school national defense program.
(1) All high schools offer tenth grade students two credits from the mandatory
national defense course per year. This course basically follows the national
defense curriculum and provides five major topics including national
defense policies, national defense, defense mobilization, defense technology,
and the international situation. According to the curriculum, the instructor
spends the most time to discuss the topic of defense mobilization and the
least amount of time to discuss the national defense.
(2) Most of the schools have a course committee to determine the course
material and most of them adopt the materials from the Youth publisher.
(3) The teaching methods include didactic instruction, group and team
discussion, demonstration instruction, collaborating teaching methods, and the learning by teaching method. Teaching tools include PowerPoint
presentations, discussions, videos, practical work, and competitive activities.
2. Summary of the survey.
(1) The order of the preferential topics in the curriculum was defense
mobilization, defense technology, the international situation, national
defense, and defense policies.
(2) There was a significant difference in the learning effectiveness between
male and female students. Female students performed much better than male students in the topics of defense policies, national defense, defense
mobilization and defense technology.
(3) In terms of the course unit, regular high school students had significantly
higher comprehensive ability than comprehensive high school students and
vocational high school students in the subject of national defense. No significant difference was observed between comprehensive high school
students and vocational high school students in this course unit.
(4) In terms of the school type, all-girl high school students had significantly
higher comprehensive ability than all-boy high school students and co-ed high school students in the subjects of national defense, defense mobilization and defense technology. No significant difference was observed between all-boy high school students and co-ed high school students in these course units.
3. Recommendations from military instructors and high school students.
(1) Modify the required lecture hours.
(2) Adjust the course content.
(3) Improve the teaching facility and tools.
(4) Organize conferences to share teaching experience and to improve teaching
skill
(5) Promote the military instructor policy.
Finally, we recommend the future research directions based on the literature
reviews and our findings.
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