| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 102 === This research aims to discover the implementation and effectiveness of the Character Educational Communication Book from the junior high schools in New Taipei City. The first step is to understand the difference among the implementation and effectiveness of the Character Educational Communication Book. The second step is to analyze the difference among various background teachers. The last step is to discuss the relations in all implementation methods, difficulties, solutions, and effectiveness.
Survey questionnaire methodology is adopted in this research, which takes homeroom teachers in 75 junior high schools in New Taipei City as research subjects. It selects samples by proportionate stratified random sampling. In result, there are 753 questionnaires issued and 612 valid questionnaires received. The percentage of valid questionnaires is 81.28%. The tool of this research is “The Research Questionnaire of the Implementation about the Character Educational Communication Book in junior high schools in New Taipei City”. This research process the data and make discussion by using some statistics methods like: frequency distribution, percentage, descriptive statistics, independent-sample t test, ANOVA, Pearson's product-moment correlation coefficient, and Scheffe’s posterior comparisons. In summary, this research propose the conclusions as follows:
1. Homeroom teachers in junior high schools in New Taipei City and their schools apply multiple methods when promoting the Character Educational Communication Book.
2. Homeroom teachers are facing difficulty in parent-cooperation, evaluation-index, and teaching-material-design dimensions.
3. Most homeroom teachers agree the solutions to the implementing difficulties of Character Educational Communication Book.
4. Most homeroom teachers consider that the effectiveness of Character Educational Communication Book are very well but lacking two-way communication with parents.
5. Homeroom teacher and their schools appear difference in many dimensions of implementation methods, difficulties, solutions, and effectiveness of Character Educational Communication Book.
6. The more multiple methods of Character Educational Communication Book the homeroom teachers in New Taipei City use, the better effectiveness it gets.
7. The solutions found by this research help solving the difficulties of implementing Character Educational Communication Book in New Taipei City.
8. School administrators in New Taipei City consider that the degree of support and the score of implement from homeroom teachers are high while pushing Character Educational Communication Book.
Finally, according to the conclusions, this research offers some specific suggestions to Education Bureau of New Taipei City, school operators, homeroom teachers, parents, and subsequent researchers.
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