國小教師對九年一貫課程的看法及其實施狀況之比較研究

Elementary School Teachers' Perspective and Implementation of Nine-Year Integrated Curriculum-A Comparative Study

吳耀明(Yao-Ming Wu) ； 馮厚美(How-Meei Ferng)

《花蓮教育大學學報》 24期 (2007/05) Pp. 225-251

摘要

本文旨在經由「質」與「量」的研究方法，探討國小教師對九年一貫課程內涵的態度、看法及其實施狀況之比較研究。研究者以「九年一貫課程實施現況自我檢核表」（測量教師九年一貫實施情形），對屏東縣200位國小教師進行施測。根據測驗結果，挑出二十位得分較高（肯定傾向）與十八位得分較低（否定傾向）的教師，進行十題的九年一貫問題個別訪談。研究者首先逐字閱讀訪談內容並做摘要，進而對之歸類整理，以找出兩組教師在九年一貫訪談時的思考主題。
訪談結果發現兩組教師在九年一貫課程的實施上有其共同處及相異處，且其相異處大於其共同處。兩組教師在以下四項呈現類似的回答：(1)認為自己是在實施九年一貫課程(2)質疑九年一貫課程之適切性(3)授課時數應詳加規定(4)教師的專業應受重視。兩組教師在九年一貫實施現況的回答中，呈現以下六種明顯之差異及一種程度上之差異：1.「消極因應」對「主動創造」2.「被動學習」對「行動研究」3.「教師本位」對「學生中心」4.「傳統講述教學」對「統整化教學」5.「刻板教師角色」對「轉變教師角色」6.「教改的泡沫化」對「教改的永續性」7．「思考周延性」程度的差異。
最後，根據研究結果，研究者就教育行政主管單位、學校、教師，提出建議。

關鍵字

九年一貫課程 ； 統整化教學 ； 行動研究

並列摘要

This comparative study applied qualitative and quantitative research methods to explore elementary school teachers' attitudes, perspective, and implementation of Nine-Year Integrated Curriculum. The researcher conducted ”Self-checking list of implementation of Nine-Year Integrated Curriculum” (to evaluate teachers' implementation of Nine-Year Integrated Curriculum) for 200 elementary school teachers as subjects in Pingtung County. In accordance with the results, the researcher further interviewed 20 teachers who got higher scores (positive tendency) and 18 lower scores (negative tendency) with 10 questions about Nine-Year Integrated Curriculum. The researcher first reviewed the interview content word by word and made a summary. Then, the researcher documented the materials from interview in search of the different main thought between the two groups of teachers during the interview.
The results of the interview indicated that there were similarities and differences of the implementation of the elementary teachers between the two groups. Besides, the number of differences was more than that of similarities. The teachers in both groups represented four similar responses: (1) They considered that they were implementing Nine-Year Integrated Curriculum, (2) They were suspicious of the appropriateness of Nine-Year Integrated Curriculum, (2) There was a need for the explicit regulation of instructional hours, and (4) The teachers' expertise should receive more value of respect. Besides, the teachers in the two groups showed six kinds of significant different and one kind of different responses toward the implementation of Nine-Year Integrated Curriculum: (1) ”Negative correspondence” vs. ”Positive Creativity”, (2) ”Passive learning” vs. ”Action research”, (3) ”Teacher-oriented instruction” vs. ”student-centered learning”, (4) ”Traditional lecture instruction” vs. ”integrated teaching”, (5) ”The stereotype of teacher's role” vs. ”the transition of teacher's role”, (6) ”The froth of education reform” vs. ”The sustainability of education reform”, and (7) the different level of ”completed thought”.
At last, according the study results, the researcher also offered recommendation for administration of education, schools, and teachers.

並列關鍵字

Nine-Year Integrated Curriculum ； integrated teaching ； action research