影響自然與生活科技領域教師實施學校本位生活科技課程之因素研究

A Study on the Determinants of Science and Technology Teachers Implementing School-Based Technology Curriculum

陳長振 ； 鍾汪宏

《科技教育課程改革與發展學術研討會論文集》 2004期 (2004/11) Pp. 199-206

https://doi.org/10.29495/CITE.200411.0199

摘要

本研究的主要目的爲探討在九年一貫課程學校本位的理念下，自然與生活科技教師選擇生活科技課程實施之影響因素，及其與背景間的關係。緣此，本研究採取問卷調查法以達成前述研究目的，並以高雄縣市自然與生活科技領域教師爲主要研究對象，共計發放269份問卷，回收有效問卷191份，有效回收率爲71%，分別以平均數、標準差、百分比、單因子變異數分析、薛費多重比較法等方法，進行調查資料的統計分析。
綜合文獻分析及問卷調查結果，本研究的結論如下：
一、自然與生活科技領域教師會因統整領域內科目之難度高，及缺乏主修專長之外的相關專業能力，而決定不實施生活科技課程。
二、女性教師較男性教師容易因學校行政的考量因素而決定略過生活科技課程。
三、61歲以上教師較50歲以下教師容易因教育專業能力考量而略過生活科技課程。
四、生活科技課程的重要性對教師課程決定的影響結果，生活科技專長教師與自然科專長教師並無差異。
五、教授生活科技課程的能力對教師課程決定的影響，生活科技專長教師與自然科專長教師並無差異。
六、擔任導師職務者較容易因爲學生的情況考量而略過生活科技課程。
七、學校規模小於36班之教師，較規模大於61班之教師容易因爲教育專業因素而做出略過生活科技課程之決定。
八、生活科技主修專長的自然與生活科技領域教師普遍以任教電腦課爲主。

關鍵字

學校本位 ； 課程決定 ； 自然與生活科技

並列摘要

The main purpose of this study was to explore the factors of the Natural Science and Living Technology teachers' choices in implementing the Living Technology curriculum and the relationships between the factors and their background under the ideal of Nine-Years Articulated Curriculum. To conduct the study, a questionnaire was developed to investigate the situation of the implementation in Living Technology from 269 junior high Natural Science and Living Technology teachers in Kaohsiung. Data were collected through this questionnaire. Results of the study were based on responses received from 191 teachers, with a return rate of 71%. After the analysis of using Average, Standard Deviation, Percentage, One-Way ANOVA, and Scheffe, the results of the study include:
1. Teachers decided not to implement the Living Technology curriculum for the reasons of difficult knowledge based of subject matter, and lacking of other professional ability beyond their major specialist in the field of Natural Science and Living Technology;
2. The female teachers tended to decide not to implementation Living Technology curriculum than the male teachers under the considerations of school administration.
3. Teachers who older than 61 years old tended to decide not to implement Living Technology curriculum than teachers who younger than 50 years old under the considerations of their abilities in educational profession.
4. There was no difference for making decision in curriculum between Living Technology teachers and Natural Science teachers in the aspects of professional ability in Living Technology.
5. Teachers who served as a mentor teacher in a class tended to decide not to implement Living Technology curriculum under the considerations of students' situation.
6. Teachers who taught in the school of offering less than 36 classes tended to decide not to implement Living Technology curriculum than the school of offering more than 61 classes
7. Teachers who major in Living Technology in the field of Natural Science and Living Technology usually focused on teaching the computer instead of Living Technology.

並列關鍵字

school-based ； curriculum decision ； Natural Science and Living Technology