本研究之主要目的在瞭解國中教師對於十二年國教的升學制度以及考試方式的因應措施。本研究係以台灣地區今年度有參加特色招生的七個就學區的國中教師為研究對象,共選取500位教師為正式樣本,以現況調查為目的設計問卷作調查。之後以 SPSS of Windows 統計軟體進行數據分析,包括有描敘統計、獨立樣本t考驗、單因子變異數分析和次數統計等。本研究結果歸納出以下幾點結論: 一、有兼任導師或行政工作的教師對升學制度與考試方式較為瞭解; 二、任教於考試科目的教師對升學制度與考試方式較為瞭解; 三、十二年國教對於偏鄉地區學生較不合理; 四、升學輔導時應將相關數據做分析並粗略介紹大學多元入學方式; 五、考試期程與招生名額比例影響正常教學。 最後,本研究將對教育主管機關、學校行政人員、學校教師和未來的研究者分別提出如何因應十二年國教升學制度和考試方式的相關建議。
This study aims to explore the junior high school teachers' coping strategies for the educational admission system and examinations of 12-year basic education. With the 500 junior high school teachers in 7 school districts where the specialized programs of admission is launched as research subjects, this study collected relevant data by self-designed questionnaire on the purpose of investigation. “SPSS for windows” was used for analyzing the data through the following methods including Descriptive Statistics, Independent-Samples t Test, One way ANOVA, Frequency Statistics. The results are as follows: 1. Teachers who work as homeroom teachers tend to have better understanding about the selective education system and regulations. 2. Teachers who teach major subjects tend to have better understanding about the selective education system and regulations. 3. Twelve-year basic education tends to be less reasonable for students in remote areas. 4. Relevant data should be analyzed and multiple entrance programs should be introduced in the period of facilitating admission. 5. The schedule of examinations and the enrolling apportionment affects the way of schooling. Finally, the related suggestions derived from previous discussions are presented respectively for education authority, school staff, school teachers, and future researcher to have better coping strategies to the educational admission system and examinations of 12-year basic education