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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6617

Title: 國民中小學銜接適應及因應策略之研究—以國一學生為例
Other Titles: An investigation on life adaptation of seventh grade students in public junior high schools and related coping strategies
Authors: 曾煒傑
Contributors: 林素卿
Su-Ching Lin
曾煒傑
Wei-Jie Tzeng
Keywords: 銜接適應;因應策略;國一學生
life adaptation;coping strategies;seventh grade students
Date: 2006
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究旨在探討國民中學一年級學生銜接適應現況及相關因應策略。首先進行問卷調查研究,計抽取中部四縣市公立國民中學一年級學生1391人為研究樣本,共回收1080份,有效問卷為1009份,分別以描述性統計、多變量單因子變異數分析等統計方法進行分析。其次,以「半結構式訪談法」訪談八位國中教師。

根據問卷調查及訪談分析結果,本研究獲致的結論如下:

壹、在銜接適應現況方面
一、國中一年級學生在人際適應的情形最佳,其次為家庭適應方面、學校適應方面及個人適應方面。整體而言,國民中學學生銜接適應情形良好。
二、在個人適應方面,國民中學學生在「自我瞭解」的適應上表現最佳,其次為「身心的調適」及「情緒的調適」。
三、在家庭適應方面,國民中學學生在「家庭認同」的表現較佳,惟學生在家庭的親子溝通方面有待加強。
四、在學校適應方面,國民中學學生在「學習態度與習慣」及「課業與常規適應」的適應情形良好。
五、在人際適應方面,國民中學學生的「社交技巧」及「同儕關係」,研究結果顯示其適應情形相當良好,但其在「師生關係」的適應上則有待加強。
六、影響銜接適應因素有七,分別為(一)國中小階段本質差異因素;(二)學生個別差異因素;(三)家庭環境因素;(四)教師因素;(五)課程因素;(六)教育政策因素;(七)社會文化與現象因素

?、不同背景變項國一學生銜接適應之差異分析
一、在性別因素方面,本研究發現國民中學學生在銜接適應上將隨著性別不同而有差異。
二、在家庭結構因素方面,本研究發現單雙親家庭的國民中學學生在銜接適應上並沒有顯著差異。
三、在學校規模因素方面,本研究發現國民中學學生在銜接適應上將不會隨著學校規模不同而有差異。
四、在家庭社經地位因素方面,本研究發現國民中學學生在銜接適應上將隨著家庭社經地位不同而有差異。

參、我國國民中小學銜接上之因應策略現況
一、中小銜接暑期活動;二、學校輔導系統;三、教育部編定銜接教材;四、學校個人資料系統;五、輔導課程;六、適性課程;七、小團體輔導活動與學科能力分組;八、中小學策略聯盟;九、民間輔導機構。

肆、國中教師對中小學銜接因應策略之態度
第一,在跨中小學諮詢教師策略方面,多數受訪者支持此一策略。
第二,在中小學師資合流(校)培育方面,多數教師贊成這項策略。
第三,在中小學教師定期拜訪交流方面,所有受訪者皆認同這樣的作法。
第四,在中小學學生個人資料數位交流系統方面,多數教師支持該策略。
第五,在暑期先修課程制度方面,多數教師支持其在實務上推行。
第六,在人際編班方面,多數教師不支持該策略。

本研究最後根據研究結果提出各項建議,以供教育主管機關、教師、家長及未來研究之參考。
The main purpose of the study was to explore the life adaptation of seventh grade students in junior high schools and related coping strategies. First, the study was conducted by questionnaire survey. A total of 1391 students, randomly sampled from seventh grade students of public junior high school in central area of Taiwan.1080 questionnaire were retrieved, and out of the 1080 samples, 1009 are applicable. The data was analyzed by descriptive statistics and one-way multivariate analysis of variance. Second, the study was conducted by interviewing eight junior high school teachers with “semi-structural method of interview”.

The findings indicated: (1) the seventh grade students in junior high schools best adapted themselves to interpersonal relations, and better adapted themselves to family and school. But the conclusion on personal adaptation was unsound; (2) there were significant differences in life adaptation concerning gender and social-economic status level; (3)there were not significant differences in life adaptation concerning family structure and school size level; (4) the factors affecting life adaptation included school, students, family environments, teachers, curricula, the educational policy, and social culture and phenomenon.

In order to improve the current situation of life adaptation, several coping strategies were implemented:(1) pre-curriculum during summer vacation after graduating from elementary school; (2) the school counseling system; (3) the textbook designed to mend curriculum discontinuity by ministry of education; (4) the school pupils data system; (5) the counseling curriculum; (6) the adaptive curriculum; (7) small group guidance and subject ability grouping; (8) the strategic alliance between elementary school and junior high school; (9) the private counseling institution.

Furthermore, most interviewees uphold following strategies amending life adaptation of seventh grade students: (1) full-time counseling teacher between elementary school and junior high school ; (2) integrated training system among primary-secondary grade teachers; (3) elementary school and junior high school teachers visiting each other periodically; (4) the digital transferable system of pupils data between elementary school and junior high school ; (5) the pre-curriculum during summer vacation after graduating from elementary school. Suggestions for education administration, teachers, parents and future research were included.
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