臺北市公立高中學生對公民與社會科的課程詮釋

The Curriculum Interpretation of Civics and Society of Public Senior High School Students in Taipei City

林金葉(Jin-Ye Lin)

指導教授 ： 劉秀嫚

國立臺灣師範大學/教育學院/公民教育與活動領導學系/碩士(2012年)

摘要

本研究目的在瞭解臺北市公立高中學生對公民與社會科課程的實用性、趣味性，以及難易情形的詮釋，並探討不同背景變項的學生在課程詮釋上的差異情形。為達上述目的，本研究以九十九學年度第二學期就讀於臺北市公立高中（包含國立高中及市立高中），且修畢普通高級中學公民與社會科95暫行課程綱要必修課程之三年級學生為母群體，採叢集抽樣方式，並以「高中公民與社會科學習經驗調查問卷」」為研究工具進行問卷調查。問卷共發出800份，回收658份，有效問卷650份，有效回收率為81.25%。所得資料以SPSS 19.0 for Windows 進行分析。
本研究結果發現如下：
一、學生認為公民與社會大多數的主題具有實用性及趣味性，然而對過半數的主題感到困難；63.8%的學生認為公民與社會為「非主科」；56.9％的學生贊成列入指考。
二、女學生、社會組、具有學習信心以及積極參與課程者對公民與社會科的詮釋明顯較為正向，但大部分的面向上男、女學生之間並無顯著差異。
三、家庭社經地位不同者在公民與社會科的課程詮釋上皆不具顯著差異；家長重視其公民與社會科學習者，除難易度外，其詮釋皆較為正向。
四、教師教學方式多元的學生認為公民與社會科具有實用性及趣味性，也傾向於認同公民與社會科為主科，但難易度及是否贊成列入指考未達顯著差異；師生互動佳者其詮釋皆較為正向。
五、學校的學習環境不同者的詮釋絕大多數無顯著差異；同儕對公民與社會科課程抱持正面評價的學生對公民與社會科的詮釋皆較為正向。
六、認為社會上並非不重視公民與社會科的學生，對公民與社會科的實用性與趣味性有較為正向的詮釋；但性別刻板印象認知不同者對公民與社會科的課程詮釋則沒有顯著差異。

關鍵字

公民與社會科 ； 課程詮釋 ； 課程實用性 ； 課程趣味性 ； 課程難易度

並列摘要

The purpose of this study was to investigate the curriculum interpretation of Civics and Society in public senior high school students in Taipei City, and the factors related to their curriculum interpretation. In order to reach the purpose, the study used a cross-sectional research design. Eight hundred third graders were selected from public senior high schools in Taipei City. The data were collected using Survey Questionnaire of Learning Experiences of Civics and Society of Senior High School Students. A total of 658 responses were received and among them 650 were valid. The valid response rate was 81.25%. Descriptive statistics, one-way ANOVA, one-sample t-test, and chi-square test were conducted to analyze the data using SPSS 19.0 for Windows. The major findings are listed as followings:
1. Students recognized most of the topics of the Civics and Society subject were useful and interest, but over half of them were difficult. 63.8% of the students thought that Civics and Society was not important; 56.9% of them agree that it should become a subject of Department Required Test (DRT).
2. Students who are female, majoring in social sciences, more confident in learning or more aggressive in curriculum interpreted it more positively. However, no significant difference was found in gender.
3. There was no significant relationship between social and economic status (SES) and curriculum interpretation. However, students whose parents concerned about their study in Civics and Society interpreted it more positively with regard to practicability and interest. No significant difference was found in their interpretation of the difficulty of the Civics and Society subject.
4. Students whose teachers adopting multiple teaching strategies interpreted the Civics and Society subject more positively concerning its practicability and interest. No significant difference was found in their interpretation of the difficulty of the subject or whether it becomes a DRT subject. Students who interacted well with their teachers also interpreted more positively.
5. Students whose classmates interpreted the Civics and Society subject positively also interpreted it more positively. However, no significant difference was found in learning environment.
6. Students who thought that the public value the Civics and Societ subject interpreted it more positively concering its practicability and interest. No significant difference was found in their interpretation of the difficulty of the subject. No significant difference was found in gender stereotypes of the curriculum.

並列關鍵字

Civics and Society ； curriculum interpretation ； practicality of curriculum ； interest of curriculum ； difficulty of curriculum

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