高中公民與社會科教師的課程認同、教學信心與專業成長需求之調查研究

Abstract

本研究目的在了解我國高中公民與社會科教師對公民與社會科的課程認同情形，以及其勝任教學的信心與專業成長的需求。 為達上述之目的，本研究以九十八學年度第一學期任教於我國臺澎金馬地區所有公立高中(包含國立高中、市立高中、縣立高中、完全中學)的公民與社會科合格專任教師為研究對象，並以「高中公民與社會科教師教學現況調查問卷」為研究工具進行問卷調查。問卷共發出520份，有效問卷405份，有效回收率為76%。所得資料以SPSS 17.0 for Windows進行描述統計分析。 本研究結果歸納如下： 一、我國全體高中公民與社會科教師普遍認同高中公民與社會六大單元與46個主題課程，擁有碩士學位、資深教師、有擔任公民與社會科召集人的教師對六大單元46個主題課程認同高於於其他個人背景變項的教師。 二、我國全體高中公民與社會科教師對六大單元46個主題是普遍具有教學信心的，唯以選修課程的教學信心較低。又高中公民與社會科教師其學歷越高，教學信心亦越高，任教總年資在15年以上的資深公民與社會科教師的教學信心亦較高於其他年資者。 三、我國高中公民與社會科教師對六大單元46個主題的專業成長需求是有些許專業成長需求的。尤以選修下「民主政治與經濟」專業成長需求較為殷切，其次為單元四「經濟與永續發展」、選修上「現代社會與法律」。又以學士學位、任教總年資5年以下、任教於南區、未擔任高中公民與社會學科召集人的專業成長需求高於其他個人背景變項之教師。 最後，根據本研究之結果，提出對教育相關單位、師資培育機構、公民與社會科教師以及對未來研究者的建議，以供參考。The purpose of this study was to investigate the curriculum recognition, teaching confidence and professional development needs of Civics and Society teachers in Taiwanese public senior high schools. In order to reach the abovementioned purpose, the study used a survey research design. Of a census sample of 520 Civics and Society teachers, 405 responded. The valid response rate was 76%. Participants completed the Survey Questionnaire of Civics and Society Teaching. Descriptive statistics were conducted to analyze the data using SPSS 17.0 for Windows. The major findings are listed as followings: 1. Most of the Civics and Society teachers recognize the importance of the six major units and the 46 subjects of the current Civics and Society curriculum. Additionally, Civics and Society teachers who are chairs, with more teaching experience, or with master degrees tend to recognize more with the importance of Civics and Society curriculum. 2. Civics and Society teachers are generally confident of their ability to teach Civics and Society. Additionally, Civics and Society teachers with more teaching experience or with a higher degree of education have a higher level of confidence in teaching Civics and Society curriculum. 3. The professional development needs of Civics and Society teachers vary, but on average teachers have at least a moderate need for professional development. In addition, Civics and Society teachers are most likely to indicate that the strongest professional development needs are related to the subjects under selective course of Democratic Policy and Economics. Finally, teachers with more teaching experience and a higher degree of education tend to have less of a need for professional development than teachers with less experience and lower degree of education. Based on the results, suggestions for educational authorities, teacher training institutes, Civics and Society teachers, and future researchers were proposed.