國民小學九年一貫課程政策執行研究--以桃園縣試辦學校為例

A Policy Implementation Research on 1st-9th Grade Curriculum Alignment in Elementary Schools: An Instance of Demonstration Schools in Taoyuan County

曾家樓(Jia-Lou Tzeng)

指導教授 ： 李弘暉 博士

元智大學/管理學院/管理研究所/碩士(2001年)

摘要

國民小學九年一貫課程政策執行研究
─以桃園縣試辦學校為例─
研究生：曾家樓 指導教授：李弘暉 博士
元智大學管理研究所
摘要
本研究旨在探討國民小學九年一貫課程政策執行的現況，並研析國民小學教師在執行此一政策時，對九年一貫課程政策本身看法、試辦成果的評估及在影響政策執行之三大變項十四因素上的認知情形，以作為未來執行九年一貫課程政策之參考依據。為達成研究目的，本研究採用文獻分析法及問卷調查法收集並分析資料。研究問卷係以自編「國民小學九年一貫課程政策執行研究問卷」施測，並以桃園縣八十八學年度三所試辦學校教師為研究對象。問卷調查有效樣本計92人，所得資料利用平均數、積差相關、回歸分析、變異數分析等統計方法進行資料分析。
依據資料分析結果，獲致以下結論：(一)國民小學九年一貫課程政策執行現況以「政策執行過程變項」認同程度最高，「政策內容變項」認同程度最低。十四個影響因素以「學校組織結構的特性因素」認同程度最高，以「政策清晰性因素」的認同程度最低。(二)教師對九年一貫課程政策執行的看法及試辦成果的評估，持同意態度者多於持不同意態度者，持無意見者的比率佔四成多，比率高於同意者。(三)教師對「九年一貫課程政策執行的看法」、「試辦成果的評估」、「政策內容變項」、「政策系絡變項」、「政策執行過程變項」之間的認知程度均有正相關存在。(四)「政策系絡變項」、「執行人員與標的團體的溝通因素」對教師九年一貫課程政策的看法影響最大，「政策執行過程變項」、「執行方案的實施因素」對教師九年一貫課程政策試辦成果的評估影響最大。(五)不同學校規模教師在「政策看法」、「政策執行成果評估」、「政策執行過程變項」上的認知程度有顯著的差異，以市郊中型學校認知程度最高，「小校」或「小班」教師並無表現較高的認同。(六)不同性別、服務年資、參與試辦工作的教師對「政策內容變項」的認知程度有顯著差異，男性教師高於女性教師，服務年資6-10年的教師高於5年以下及11年以上的教師，參與教學行政工作的教師高於參與教學工作的教師。(七)不同教育背景、擔任職務、參與試辦工作的教師對「政策執行過程變項」的認知程度有顯著差異，師範校院背景教師高於一般大學畢業教師，主任校長高於級任教師。(八)不同任教年級在「政策看法」、「政策周延性」、「整體環境條件」、「執行人員能力及意願」、「配套措施的擬訂」上的認知程度有顯著差異，以四年級教師之認同程度最好；不同研習時數教師的認知程度並無顯著差異。
本研究針對上述結論，並對教育行政機關、國民小學、教師、家長及未來研究提出若干具體建議，以供參考。

關鍵字

九年一貫課程政策 ； 政策內容 ； 政策系絡 ； 政策執行過程 ； 政策類型 ； 政策執行策略 ； 政策評估

並列摘要

A Policy Implementation Research on 1st-9th Grade Curriculum Alignment in Elementary Schools: An Instance of Demonstration Schools in Taoyuan County
Student: Jia-Lou TzengAdvisor: Dr. Hung-Hui Li
Institute of Management, Yuan-Ze University
Abstract
The Thesis probes into current situations in 1st-9th Grade Curriculum Alignment implemented in Elementary Schools and provides future policy implementation references with teachers’ points of view on its policy itself, evaluation of demonstration achievements, and three variables and fourteen factors which influence policy implementation. With historical document analysis and questionnaire research approaches, “the policy implementation research questionnaire on 1st-9th Grade Curriculum Alignment implemented in Elementary Schools” is designed and applied for three demonstration schools teachers in Taoyuan county in 1999. 92 valid samples are analyzed by statistic methods, such as mean, correlation ,regression and analysis of variance.
According to the result of data analysis, the following conclusions are attained: (1) in the aspect of current situations in 1st-9th Grade Curriculum Alignment implemented in Elementary Schools, Policy Implementation Process Variable achieves the highest degree of recognition, while Policy Content Variable gains the lowest one; School Organization Structure Factor commands the highest degree of recognition among the fourteen influence factors, while Policy Clearness Factor gains the lowest one; (2) in the aspect of teachers’ viewpoints on policy implementation of 1st-9th Grade Curriculum Alignment and evaluation of demonstration achievement, teachers with positive attitude are much more than those with negative attitude, but over 40% of teachers, more than teachers with positive attitude, do not have particular favors; (3)teachers to Viewpoints of Policy Implementation of 1st-9th Grade Curriculum Alignment, Evaluation of Demonstration Achievement, Policy Content Variable, Policy Context Variable, and Policy Implementation Process Variable, are positively related; (4)Policy Context variable and Communicating Factor between Executives and Target Groups are the most remarkable influences of teachers’ viewpoints on policy implementation of 1st-9th Grade Curriculum Alignment , and Policy Implementation Process Variable and Implementing Project Factor powerfully influence teachers‘ viewpoints on evaluation of demonstration achievements; (5)teachers in different sizes of schools have divergent degrees pf recognition on Policy Opinions, Evaluation of Policy Implementation Achievement, and Policy Implementation Process Variable: teachers in suburban medium-sized schools have the highest degree of recognition, while teachers in small-sized school or small-sized class do not show higher recognition; (6)teachers with different sexes, service years, and with or without attendance in administration assistance have marvelously different recognition on Policy Content Variable: male teachers have higher degree of recognition than female teachers; so do teachers serving 6-10 years to teachers less than 5 years and those over 11 years, and teachers with administration assistance to teachers with teaching job; (7) teachers with different educational backgrounds and professional duties show different degrees of recognition on Policy Implementation Process Variable: Teachers College-graduated teachers have higher degree of recognition than university-graduated teachers, so do directors and principals to homeroom teachers; (8) teachers serving in different grades have remarkable differences in recognition on Policy Opinions, Policy Completeness, Whole Environment Conditions, Executive’s Competence and Will, Supplement Planning: teachers in fourth grade have the highest degree of recognition, while teachers engaging different terms of advanced studies have no obvious disparity in recognition.
The research provides concrete suggestions for educational administration bureaus, elementary schools, teachers, parents and relevant studies in the future

並列關鍵字

A Policy Research on 1st-9th Grade Curriculum ； Policy Content ； Policy Context ； Policy Implementation Process ； Policy Type ； Policy Implementation Stratege ； Policy Evaluation

參考文獻

蘇永輝 (民88)。「基隆市國民小學經營規模效應及其相關因素之研究」。國立台北師範學院國民教育研究所未出版碩士論文。

Adams,J.E.Jr.(1994).”Implementation Program Equity:Raising the Stakes for Educational Policy and Practice”. Eductional Policy,8(4),518-534.

Anderson,G.E.(1997).”Understanding Teacher Change：Revisiting the Concerns Based Adoption Model”.Curriculum Inquiry,27(3),331-367.

Bulter-William,L.A. & Kpo,W.(1990).”A Study of Teachers’ Attitude Toward School Reform”. Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20,1990). (ERIC document

reproduction service no.ED 324774).