國中生活科技教師課程改革之教學適應研究

A Study of the Teaching Adjustment of Curriculum Reform for the Junior High School Living Technology Teachers

黃雅莉(Ya-Li Huang)

指導教授 ： 李大偉

國立臺灣師範大學/科技學院/工業科技教育學系/碩士(2001年)

摘要

本研究主要目的在探討國中生活科技教師面臨課程改革的適應歷程，包含國中生活科技教師面臨課程改革所遭遇到的困難及因應措施。研究對象選取目前適應良好的國中生活科技教師，研究方法採用質化的個案訪談方式進行多重資料的搜集。
根據研究主題整理並分析訪談資料後，得到以下的結論：
一、生活科技教師在課程改革時所面臨教學適應之困難
（一）教師個人方面─1.教師本身的調整：進修無法澄清課程定位、懷疑
調整方向的正確性及缺乏轉變動機：2.教學設計的困難：課程內容
無法完全兼顧、教學活動設計的瓶頸及引導層次提高，啟發困難；
（二）外在環境方面─1.學生反應不佳；2.師生互動程度低；3.學校行政
配合度低。
二、生活科技教師課程改革後教學適應之歷程
（一）面臨教師個人困難之因應措施為：1.擁有求變求新的人格特質；2.
心理上的準備；3.充實自我能力；4.調整心態；5.具體實施教學；
（二）面臨外在環境困難之因應措施為：1.資訊獲得管道多元化、以及教
師間的互動；2.充份運用各種單位的資源、提高自我專業能力；3.
空間設備的因應；4.主動參加進修課程。
三、生活科技教師面臨課程改革之適應類型
由適應良好教師在轉變速度、轉變時間上的歸納，得到四種類型的適
應情形：緩和型、突發型、後起型以及一貫型。

關鍵字

國中生活科技教師 ； 課程改革 ； 教學適應

並列摘要

The purpose of this study was to explore the adjustment process of the junior high school living technology teachers who faced curriculum reforms, including the difficulties they met and their coping strategies. In this research, the junior high school living technology teachers who were well-adjusted in curriculum reform were in-depth interviewed. After that, the researcher use case study of the qualitative research to collect multiple data.
According to the arrangement and the analysis of the research data, we can get the findings of the study as following:
1. The internal difficulties of teaching adjustment which
living technology teachers face were the teacher
accommodation and instructional design.
2. The external difficulties which living technology teachers
faced in curriculum reform were the students’ attitude
toward curriculum reform, less teacher-student interaction
and less school administration supporting.
3. The coping strategies for the individual difficulties which
living technology teachers faced in curriculum reform were:
with the personality traits of challenge, well-prepared,
improving self-capability, adjusting self-attitude, and
instructing concretely.
4. The coping strategies of the external environmental
difficulties which living technology teachers faced in
curriculum reform were: increase the channels of collecting
data, using all resources fully and improving personal
ability, changing the teaching space and equipments, and
participating in service education actively.
5. There are four types of adjustment from the well-adjusted
teachers in terms of speed and time for transferring:
stable, sudden, subsequent, and consistent.

並列關鍵字

living technology teachers ； curriculum reform ； teaching adjustment