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Title: 國中理化教師對理化新課程實施的感受之研究
Junior High Science Teachers' Perception of the Implementation of a New Physical Science Curriculum
Authors: 游美香;張惠博
Contributors: 物理學系
Date: 2001-08
Issue Date: 2014-02-18T02:36:09Z
Publisher: 彰化師範大學科學教育研究所
Abstract: 本研究旨在了解國中理化教師對於理化新課程的看法與感受,並探討哪些因素使得教師對於課程實施有不同的感受。本研究主要經由文獻探討,並依據前置研究的訊息來編製問卷。正式問卷內容除教師的基本資料外,包含八大向度共七十題選擇題,及三題開放性問題。正式施測時,以中部的國中理化教師為研究對象,採分層叢集取樣法予以抽樣。問卷共回收441份,除進行統計分析與開放性問題分析之外,亦配合晤談的方式蒐集質性的資料。研究結果顯示:(1)教師對於理想課程的同意度最高,對課程目標的方向普遍給予肯定,在課程標準的特色及修訂精神方面,則有不同的意見。(2)教師手冊的參考資料不足,並未發揮應有的功能。而教科書最受肯定之處包括:生活化、簡化、科學家小傳的設計,教師普遍較不認同的有:份量太少、深度不足、無法適合各種程度的學生、選修與正課無法配合;尤其,結構和內容缺乏系統性是教師最不滿意的地方。至於習題和實驗的設計,教師則有不同的看法。(3)教師最感困擾的是施教深度難以掌握;另外,由於課程內容較少,教師必須要花許多時間蒐集補充資料,增加教學負擔,不過也有教師認為這樣可提高教學的彈性。(4)教師普遍認同學生的學習興趣提昇,且較能關心STS的議題;但另一方面也擔心程度好的學生所學不足,將來上高中無法銜接。此外,教師對於學生應用科學去解決問題的能力較不滿意。(5)教師對於環境支持的認同度很低,關於教育當局應提供的宣導、研習活動和溝通管道都感到未盡理想,而整個評量系統沒有因應的改變,更令教師深感無奈;部份教師也提出學校的教學資源不足,實驗設備未更新。此外,研究也發現,教師的教學信念較偏向建構取向、對課程變革的知覺愈強,則對於新課程的認同度也愈高。在背景特性方面,服務於鄉鎮及公立學校的教師,對於新課程的滿意度,比市區及私立學校的教師高;男性教師對於新課程的接受度比女性教師高;主修背景為物理系的教師對於課程的批判較強烈;而接觸過四十學分班的教師,對於新課程的認同度高於大學或項博士學歷的教師;教學年資在11~15年的教師,比初任教師和資深教師更能認同新課程;只任教國三理化課程的教師,對於新課程的接受度較低。本研究除了對現行課程進行檢討之外,也能了解教師對課程的實際需求,並綜合研究結果提出相關建議,藉供課程發展者與教育決策者參考。
The questionnaire was used to assess teachers’ perceptions of the implementation of a new physical science curriculum and explore which factors affected teachers’ perceptions. The questionnaire was derived from a literature review and information gathered from a pilot study. The questionnaire consisted of 70 Likert scale type items and three open-ended questions. Stratified sampling was used to select participants for this study. Participants were 441 junior high science teachers in the central part of Taiwan. In addition to statistical analysis, qualitative data were gathered by interviewing 10 participating teachers. It was found that (1) Teachers’ identification of an ideal curriculum was most prominent. They commonly included objectives but had different opinions about the characteristics of what should be included in an ideal curriculum. (2) The teacher’s guide lacked adequate reference and couldn’t fulfill its function. The textbook was considered to have a good design for its use of “everyday science, simplification of complex topics, and use of the history of science”. Teachers were most dissatisfied with the poor structure and content. As for the exercises and experiments, they had different opinions. (3) Teachers were most perplexed about instructional depth. Because of the lack of included resources, they had to spend much time collecting relevant materials. However, other teachers felt that the curriculum contents thought could enhance teaching flexibility. (4) Teachers agreed that students’ interest in learning and concern for STS issues were increased by the curriculum. However, they were concerned that high achieving students might not learn enough subject matter to succeed in high school. In addition, teachers were dissatisfied with students’ ability to apply science content to solve everyday problems. (5) Teachers’ perceptions of environmental support was lowest. As for continuing research activities and communication with administration, teachers felt that inadequate support was provided. Some teachers were also concerned that teaching resources were not adequate and equipment was not maintained for instructional use. Furthermore, the study also found that teachers whose beliefs were more constructive and whose perceptions about curriculum change were stronger, possessed more positive attitudes for the new curriculum. In addition, teachers who taught in public schools and the city area were more dissatisfied with the new curriculum. Male teachers’ acceptance of the new curriculum was higher than females’ acceptance. Physical science teachers strongly criticized the new curriculum more than other science teachers. Teachers who had taken 40 credits in summer session possessed higher knowledge of the new curriculum than others. Teachers who had 10 to 15 years of teaching experience were more positive toward the curriculum than beginning and experienced teachers. Those who taught third grade were less satisfied with new curriculum. In addition to raising some critical concerns about the new curriculum, this study also provides information about teachers’ real needs relative to science curriculum. It is believed that the outcomes and suggestions of this study can provide curriculum developers and educational decision makers useful information.
Relation: 科學教育, 11: 96-121
Appears in Collections:[物理學系] 期刊論文

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