臺北市職業學校課程發展人員對推動學校本位課程態度之研究

A Study on the Attitudes of the Researchers on School Curriculum Development Toward the Promotion of School-Based Curricula

劉澤華(Jer-Hwa Liu)

指導教授 ： 林俊彥

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2007年)

摘要

本研究旨在探討臺北市職業學校課程發展人員對推動學校本位課程態度，並分析課程發展人員在不同背景因素下，對推動學校本位課程態度的差異與困難。
本研究採文獻分析、問卷調查法：以自編「臺北市職業學校課程發展人員對推動學校本位課程態度問卷」為研究工具。對臺北市職業學校350位課程發展人員進行施測，獲得有效樣本共263份，回收率為75.14%。使用百分比、t考驗(t-test)、單因子變異數分析(oneway ANOVA)等統計方法進行資料處理。另邀請臺北市高職95學年度高職課程綱要核心工作小組成員，進行訪談。獲致結論與建議如下：
一、在推動高職學校本位課程的態度構面中，性別、教育程度、任教科目、學校行政區域屬性、公私立屬性、學校為職校或附設職校屬性無顯著差異。
二、在推動高職學校本位課程態度方面，年齡、行政與教學年資等項年長與資深者均較佳。
三、學校班級數的規模攸關該校經費與人力資源，對推動學校本位課程態度上具有較優的表現。
四、臺北市各職校推動學校本位課程時，在態度、作業觀念，發展表件與作業流程，均有良好績效。
五、在推動學校本位課程實務方面，需要主管機關或主導單位籌畫工作期程與作業表件，以協助各校資淺的行政作業人員。
六、面對未來少子女化所導致職校生源銳減的情形，課程應同時兼顧教材研發、設備與師資的需求，需針對98課綱的相關配套措施及早進行周延的規劃。

關鍵字

態度 ； 學校本位課程發展 ； 職業學校群科課程暫行綱要

並列摘要

This study aims at the attitudes of the researchers on school curriculum development toward the promotion of school-based curricula, and analyzes the factors of the differences in their attitudes.
Literature review, and questionnaire survey are used as research methods. The self-made “Questionnaire of the Attitudes of the Researchers on School Curriculum Development Toward the Promotion of School-Based Curricula” is used as the tool. 350 school curriculum researchers of Taipei Vocational High School underwent the questionnaire survey. The available responses are 263 copies, and the return rate is 75.14%. Statistic methods such as Percentage, T-test, One-way ANOVA, etc. are used in processing the data, and the members of Taipei Vocational High School 95 School Year Curriculum Outline Core Team were interviewed. Significant results and suggestions come as follows:
1. No significant differences are found in terms of gender, education, teaching subjects, school districts, public or private schools, and vocational or affiliated vocational schools.
2. The results appear to be better in terms of age, and years of work in administration or teaching.
3. The number of school classes is highly related to the school’s fund and human resources, which in turn contributes to a better performance in the promotion of school-based curricula.
4. The vocational high schools in Taipei perform well in terms of their attitudes, notions on operation, and developing and operating procedures.
5. When promoting school-based curricula, the schools need the educational administration to plan for the timetable and operating procedures to assist relatively inexperienced administrators at school.
6. In correspondence to future decrease in the number of vocational high school students due to the decrease of child number, the curricula should also meet the needs of the development of teaching materials, teaching facilities and teaching faculty, and make early and overall blueprints aimed at the related measures of the 98 Curricula.

並列關鍵字

attitude ； school-based curriculum development ； Vocational school group branch curriculum temporary outline

參考文獻

甄曉蘭、鍾靜(2002)，學校本位課程發展相關問題及其相應措施之研究。師大學報第四十七卷第一期。本文為：國科會整合型專案NSC89-2413-H003-002-F19 子計畫四第二年研究之部分成果報告，初稿曾發表於該整合型計畫成果發表會－民90年6月2日「學校革新研討會」。臺北：國立台灣師範大學。

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黃政傑等(1995)，開放與前瞻－新世紀中小學教育改革建議書。臺北：國立台灣師範大學教育研究中心主編，漢文書店。

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Sabar, N.(1985). School-based curriculum development: Reflections from an international seminar. Journal of Curriculum Studies,17(4),431-433.