十二年國民基本教育實施對國中學生參與課後課業補習意願的研究－以台中市立居仁國中、光明國中為例

The Impact of 12-Year Compulsory Education on Cram School for Junior High Students－A Case Study of Taichung Municipal Chu Jen and Kuang-Ming Junior High School.

張曜竹(Yaw-Ju Chang)

指導教授 ： 嚴宗銘 ； 楊智超

朝陽科技大學/管理學院/企業管理系/碩士(2015年)

摘要

民國103年起，『十二年國民基本教育』政策全面實施，在教育新制的變革下，落實教育資源均衡化、追求校所辦學優質化是『十二年國民基本教育』實施推動的終極目標，也意謂著台灣教育環境邁入到另一個新紀元。台灣現行教育政策從九年一貫延伸到『十二年國民基本教育』的教改歷程，藉由現階段國教政策的調整變革，研究『十二年國民基本教育』政策實施對國中學生參與課後課業補習意願的探討－以台中市立居仁國中、光明國中為例。本研究的方法以「文獻分析」來探討現行『十二年國民基本教育』內容意涵，以「問卷調查法」針對台中市立居仁國中、光明國中學生及學生家長做為研究對象進行研究探討。根據本文研究結果獲得以下的結論：現行『十二年國民基本教育』政策在國中升高中、職免試入學超額比序各項積分的內容範疇，多數國中學生認為教育新制的實施，並沒有減緩學習壓力，郤加重了升學準備的繁重性。綜合本研究對象之國中學生及學生家長重點意見為：（一）、「十二年國民基本教育」實施，多數國中學生認為不會減輕升學壓力；(二)、學校同儕間的學習相較，多數國中學生認為參與課後補習在課業學習會有較好的學習表現；(三)、國中文理補習班整合提供多元性版本的教學課程內容對多數國中學生選擇參與課後補習的意願有絶對的影響；(四)、「十二年國民基本教育」多元免試入學實施，多數國中學生家長不會減少子、女們課後補習學科的比例；(五)、多數國中學生家長認為子、女參與課後補習對學校課業有顯著的幫助。本研究的各項結果說明了現行國中文理補習班的教學服務在「十二年國民基本教育」新制下和國中學子的學習需求及學生家長的意願供給都有其正向供、需的依存關係。本文的另一項研究結果也說明多數國中學生家長最憂慮子、女在課業學習方面成效不佳，也是讓子、女參與課後補習最主要的成因，在選擇國中文理補習班的評選方式首重在師資及教材。也茲將本文研究的相關結果及建議提供給國內相關教育執行、補教事業單位及後續研究者進行參考，希冀能對國內相關的教育執行單位在教育政策內容的細則規劃及補教事業單位在營運內容的事務範疇更有所正向助益。

關鍵字

超額比序 ； 國中文理補習 ； 十二年國民基本教育 ； 學習需求

並列摘要

The ‘12-year compulsory education’ policy has been fully implemented since 2014. Under the new education changes, to fulfill the educational resource homogenization and pursue the educational merit of school are the ultimate goals of the '12 year compulsory education '. It also means that Taiwan's educational environment enter a new era. The current Taiwanese educational policy has been extended from 9-year to 12-year compulsory education. With this current extension and improvements and have the junior high school students of Taichung municipal Chu Jen and Taichung Kuang Ming Junior High Schools as examples to study who wish to join the discussion after-school academic tutoring.The study adopted the methods of document analysis to explore the content of ‘12-year compulsory education’ and questionnaire survey. Students and parents from Taichung Municipal Chu Jen Junior High School, Taichung Kuang-Ming Junior High School were used as the main research objects. According to the results of this study that obtained the following conclusions: the current 12 years compulsory education policy, the content system of the exams exemption and the integration project with the excess ration order for most junior high school students to become high school and vocational students are not necessarily reduce the pressure of studying but also increase the heavy resistance of the study preparation.Concluding the opinion of the students and their parents: 1. The ‘12-year compulsory education’ policy has been fully implemented. But most students think it won’t reduce the pressure of studying. 2. Most of students believe that those who join the after-school academic tutoring have better performance of study. 3. There is a abslutely factor that most students choose to join the after-school academic tutoring is the variety of teaching materials cram schools provide. 4. The ‘12-year compulsory education’ policy has been fully implemented. Therefore, Many parents keep letting their children join the after-school academic tutoring. 5. Most of parents believe that joining after-school tutoring have significant help of study.This means policy of the 12-year compulsory education content system should have more improvements to implement the details. Among the results of this study shows that under the ’12-year compulsory education’ system, students’ learning needs and parents’ inclination have an interdependent relationship with cram school teaching service. Another result of the study also indicates that most parents concern the learning progress of their children, therefore, letting their children to join the cram school is the main reason. The keys of choosing the most effective cram school are the teachers and the teaching materials. Hopefully the results of this related study and recommendations could provide for the relevant educational institutions and follow-up researchers reference.

並列關鍵字

learning needs ； the excess ration order ； the after-school academic tutoring ； The 12-year compulsory education

參考文獻

6、余霖（2006）。從一綱多本談教育改革。台灣教育期刊。641期。

師範大學教育研究所，臺北。

15、周祝瑛（2003）。誰捉弄了台灣教改？。台北市：心理出版。

18、林佳瑩、蔡毓智（2006），台北地區小學教育資源分怖結構地位之探討－社會網路結構地位分析之應用。教育與社會研究。11，71-106。

21、張芳全（2006）。影響數學成就因素探討：以台灣在TIMSS 2003年的樣本為例。課程與教學季刊。9（3），139-167。