國民中學綜合活動學習領域教師對實施九年一貫課程認知與態度之研究

A Study on the Junior High School Integrative Activity Teachers’ Knowledge and Attitudes toward the Grade 1-9 Coherent Curriculum

曾文龍(Wen Long Tzen)

指導教授 ： 單文經 ； 游進年

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2002年)

摘要

本研究旨在了解國民中學綜合活動學習領域教師對實施九年一貫課程的認知與態度的情形，以供教育行政機關及學校行政單位進行九年一貫課程發展及未來研究之參考。
本研究主要透過文獻分析、問卷調查、焦點團體訪談方式進行。其中文獻分析探討九年一貫課程、九年一貫課程綜合活動學習領域、及教師對課程改革態度的理論與研究等三方面，以作為問題研究的理論基礎；為達成研究目的，本研究以自編之「國民中學綜合活動學習領域教師對實施九年一貫課程的認知與態度調查問卷」為調查研究工具，以台灣北區、中區、南區、東區及離島等141所抽樣學校綜合活動學習領域教師800人作為正式問卷調查對象，回收446份有效問卷（回收率55.8%）。本研究針對所得的資料，進行次數分配、獨立樣本單因子變異數分析、薛費法事後比較分析、獨立樣本t考驗等統計分析。
依據資料分析發現，獲致以下結論：
一、認知方面
本研究的認知部份，旨在了解受試教師對於：（1）九年一貫課程綱要內涵；（2）綜合活動學習領域課程綱要內涵二個部分的認知現況。
1、國民中學綜合活動學習領域教師對於九年一貫課程綱要內涵的整體認
知，介於「大部分了解」和「完全了解」之間，屬於中上程度。
2、國民中學綜合活動學習領域教師對於綜合活動學習領域課程綱要內涵
的整體認知，介於「大部分了解」和「完全了解」之間，屬於中上程
度。
3、「學校所在地區」、「試辦九年一貫課程之學年度」、「年齡」、
「最高學歷」、「教學年資」、「擔任職務」、「有無擔任課程發展
委員」、「有無擔任領域小組召集人」、「參加九年一貫課程進修累
計時數」等因素，確實影響國民中學綜合活動學習領域教師對於九年
一貫課程綱要內涵整體之認知。
4、「學校所在地區」、「試辦九年一貫課程之學年度」、「年齡」、
「最高學歷」、「教學年資」、「擔任職務」、「有無擔任課程發展
委員」、「有無擔任領域小組召集人」、「主要任教科目」「參加九
年一貫課程進修累計時數」等因素，確實影響國民中學綜合活動學習
領域教師對於綜合活動學習領域課程綱要內涵整體之認知。
二、態度方面
本研究的態度部份，旨在了解受試教師對於：（1）課程改革系統
（2）教師信念系統（3）教育環境系統三個部分的態度現況。
1、國民中學綜合活動學習領域教師對於實施九年一貫課程改革態度趨於
正向。
2、國民中學綜合活動學習領域教師對於「課程改革－課程總綱」內涵的
態度介於不同意和同意之間。
3、「學校班數」、「主要任教科目」等因素，會影響國民中學綜合活動
學習領域教師對於「課程改革－課程總綱內涵」的態度
4、國民中學綜合活動學習領域教師領域教師對於「課程改革－綜合活動
學習領域內涵」的整體態度是偏向肯定。
5、「學校地區」、「擔任職務」、「有無擔任課程發展委員」、「有無
擔任領域小組召集人」、「主要任教科目」、「參加九年一貫課程進
修累計時數」等因素，會影響國民中學綜合活動學習領域教師對「課
程改革－綜合活動學習領域內涵」的態度。
6、國民中學綜合活動學習領域教師對於九年一貫課程所抱持之信念呈現
積極正向的態度。
7、「試辦九年一貫課程之學年度」、「年齡」、「教學年資」、「擔任
職務」、「主要任教科目」、「參加九年一貫課程進修累計時數」等
因素確實影響國民中學綜合活動學習領域教師對於九年一貫課程所抱
持之信念態度。
8、國民中學綜合活動學習領域教師對於實施九年一貫課程之教育環境系
統的態度介於不同意和同意之間。
9、「學校地區」、「試辦九年一貫課程之學年度」、「有無擔任課程發
展委」、「參加九年一貫課程進修累計時數」等因素確實影響國民中
學綜合活動學習領域教師對於實施九年一貫課程教育環境系統之態
度。
10、綜合活動學習領域教師認為綜合活動課程對於增進學生活知能，培
養帶得走能力有其重要性。
11、綜合活動學習領域教師認為升學制度與基本學力測驗會影響綜合活
動課程的落實。
12、多數綜合活動學習領域教師經過試辦期間的對話、溝通，彼此間的
磨合協調適應，已逐漸建立專業對話機制，並發展出領域內不同的
教學模式。
13、綜合活動學習領域教師認為學校行政與教育環境資源系統整合，共
同成長發揮課程領導影響力，才能落實學校本位課程發展。
最後依據研究結論，分別針對教育行政機關、學校行政單位、學校教師，及未來相關研究提出具體建議，作為實施九年一貫課程之參考。

關鍵字

九年一貫課程 ； 綜合活動學習領域 ； 課程改革 ； 教師之認知與態度

並列摘要

The main purpose of the research was to understand junior high school Integrative Activity teachers’ cognition and attitudes toward the Grade 1~9 Coherent Curriculum.
Questionnaire survey and focus groups interviews were used. In the literature reviews section which constituted a theory background for this research, it discussed the 1-9 curriculum and the essence of Integrative Activity learning, and the teachers’ knowledge and attitude toward the reform program. In terms of the questionnaire, we composed the “Survey Questionnaire on Junior High School Integrative Activity Teachers’ Cognition and Attitudes Toward the Grade 1~9 Coherent Curriculum” as our survey tool. Our formal survey questionnaire respondents were 800 Integrative Activity teachers from 141 junior high schools across Taiwan selected from the northern, central, southern, eastern, and off-island regions. 446questionnaires were returned（i.e.,55.8% return rate）.The data was analyzed used SPSS 8.0 for Windows to perform description statistics, independent-sample t-test, one-way independent-sample ANOVA, and Scheffe’s post-hoc comparison.
Based on the findings, the research obtained the following conclusions:
1)Aspect of cognition:
The purpose of the research on aspect of cognition was to
understand the junior high school Integrative Activity
Teachers’ Cognition toward the following two sections：（1）The content of the Grade 1-9 Coherent Curriculum Framework（2）The content of the Integrative Activity course.
a)The junior high school Integrative Activity teachers’
cognition toward the Grade 1~9 Coherent Curriculum appeared
on“understanding for the most part.” and “complete
understanding.”
b)Integrative Activity teachers’ cognition toward the
content of the Integrative Activity course lay between
“understanding for the most part” and “complete
understanding.”
c)The cognition of individual teachers to the content of 1-9
Curriculum had a large variety due to the locations of the
schools, the school year of field-testing，ages，the
highest record of formal schooling, years of teaching，
their job duties, if the subject is a member in the
Curriculum Development Committee, if the subject serves as
the chair of the Committee, and the total credits of
training courses for the 1-9 Coherent Curriculum.
d)The cognition of individual teachers toward the content of
the Integrative Activity course were varied due to the
locations of the schools, the school year of field-testing，
ages，the highest record of formal schooling, years of
teaching，their job duties ,if the subject is a member in
the Curriculum Development Committee, if the subject serves
as the chair of the Committee, the course of teaching and
the total credits of training courses for the 1-9 Coherent
Curriculum.
2)Aspect of Attitudes:
The purpose of the research on aspect of attitudes was to
understand the junior high school Integrative Activity
Teachers’ Attitudes toward the following three sections：
（1）Curriculum reform（2）The belief of teachers（3）The
circumstance of the education system.
a)The junior high school Integrative Activity teachers hold
more positive attitude toward the 1-9 Coherent Curriculum
Reform.
b)The junior high school Integrative Activity teachers’
cognition toward the Grade 1~9 Coherent Curriculum draw
the conclusion between “disagreement and agreement”.
c)Teachers have different responses to the contents of the 1-
9 Curriculum due to the number of classes and the course
of teaching.
d)The junior high school Integrative Activity teachers are
generally positive regarding the content of Integrative
Activity learning.
e)The attitude of the junior high school Integrative
Activity teachers toward the Integrative Activity course
have great variety due to the locations of the schools,
heir job duties , if the subject is a member in the
Curriculum Development Committee, if the subject serves
as the chair of the Committee, the course of teaching and
the total credits of training courses for the 1-9
Coherent Curriculum.
f)The junior high school Integrative Activity teachers hold
extremely positive belief towardthe Grade 1~9 Coherent
Curriculum
g)he belief of the junior high school Integrative Activity
teachers toward the Grade 1-9 Coherent Curriculum was
varied based on the school year of field-testing, ages,
years of teaching, their job duties , the course of
teaching and the total credits of training courses for
the 1-9 Coherent Curriculum.
h)The junior high school Integrative Activity teachers’
cognition toward the climate of the education system
draw the conclusion between “disagreement andagreement”.
i)The locations of the schools, the school year of field-
testing, if the subject serves as the chair of the
Committee and the total credits of training courses for
the 1-9 Coherent Curriculum,” etc. The factors such as
affected Integrative Activity teachers’ attitudes
toward the circumstance of the education system.
Based on the research conclusions, several suggestions for in-service seminars in the future are made in the last sections.

並列關鍵字

The Grade 1-9 Coherent Curriculum ； Integrative Activity course ； Curriculum Reform, Teachers ； cognition and attitudes

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