花蓮縣國民小學教師對綜合活動學習領域課程實施與影響因素覺知之研究

Abstract

本研究透過自編問卷「花蓮縣國民小學綜合活動領域課程實施與影響因素」調查縣內公立國民小學綜合活動領域授課教師，瞭解綜合活動學習領域課程實施與影響因素教師覺知之現況與不同背景教師的覺知差異情形，研究結果如下： 一、目前課程實施仍以教科書為多數，主要由行政安排課務、師資。教師授課並未與他人協同，使用出版商提供之教材在原班教室上課居多，而且大多以講述發問法進行教學，採用實作或口語等方式進行評量。 二、教師覺知影響因素中以課程與其他領域重複性、時間與精力不足、行政領導與訪視評鑑影響情形較明顯。 三、總班級數七至十二班的學校，使用教科書的比例最低，進行協同教學比例最高，並且授課時段多由教師自行選擇、完全自編教材比例最高，備課所需時間也較長。另外，隨著任教年段升高，實施教科書內容的比例降低，使用高層次紙筆測驗的比例卻升高，表示教師能依學習者程度而加深加廣學習活動。 四、在教師覺知的領域知能、教學策略與熱忱上，科任教師高於級任導師；現在或曾經參加綜合活動領域輔導團之教師高於其他專業背景之教師。

The research provide some information to the Education Authorities and Integrative Activity Mentor Corps for making related mentoring strategy and execution policy. Investigating the teachers of Integrative Activity Learning Area in Hualien County. The main results are summarized as below: 1.Currently, the curriculum implementations are majorly based on the textbook. Most of teacher use the materials from the textbook publisher to teach his/her class sole and the less teach collaboratively. There are differences on the teaching approaches and assessment methods. The survey shows that the most of teachers adopt Lecture& Question for teaching and the adoption of Implementation or Spoken test has the highest percentage to assess students’ learning outcome. 2.About the teacher's perception, the majority of teachers believe that the most important factor to influence Curriculum Implementation is the student and the second is teacher’s knowledge, strategy and enthusiasm at the area. 3.In the schools of seven to twelve classes, the percentage of textbook adoption is lowest, the percentage of teaching collaboratively is highest, the class time is majorly decided by the teachers and the preparation time is more than the average because the percentage of own teaching materials is highest. Different Background Factors are also found the significant difference on the dimension of Teaching Activity& Assessment. The result indicates that the teachers can modify the curriculum content according to learners’ level to reduce the usage of textbook and increase paper-tests for senior-grade students. 4.The result indicates that academic teachers have higher perception in knowledge, strategy and enthusiasm than main classroom teachers. And, the teachers who have no experience in Mentor Corps have the lower scores.