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    题名: 高中職教師對107課程總綱認同度之研究 : 以北北基為例
    其它题名: A study on senior high school teachers' acceptance of the curriculum guidelines for school year 107 : the case of Taipei, New Taipei and Keelung Cities
    作者: 吳秋茹;Wu, Chiu-Ju
    贡献者: 淡江大學教育政策與領導研究所碩士在職專班
    張鈿富
    关键词: 107課程總綱;高中職教師;認同度;general curriculum guidelines 2018;general and vocational high school teacher;acceptance of curriculum guidelines
    日期: 2017
    上传时间: 2018-08-03 14:37:10 (UTC+8)
    摘要: 本研究旨在探討高中職教師對107課程總綱認同度之研究-以北北基為例。研究方法採問卷調查法,以北北基高中職教師為對象,採分層隨機抽樣。
      本研究以自編之「高中職教師對107課程總綱認同度之研究調查問卷」為研究工具,以描述統計、獨立樣本T檢定、單因子變異數分析等進行統計分析。本研究發出490份問卷,回收439份,有效問卷419份。本研究之結論如下:
    一、北北基高中職教師對107課程總綱整體而言持正向認同
    二、不同學校類別的教師在107課程總綱之「課程架構」上的認同度有所
    差異
    三、不同學校屬性的教師在107課程總綱之「基本理念」、「課程目
    標」、「核心素養」、「課程架構」及「實施要點」上的認同度有所
    差異
    四、不同學歷的教師在107課程總綱之「實施要點」上的認同度有所差異
    五、不同職務的教師在107課程總綱之「修訂背景」、「基本理念」、
    「課程目標」、「核心素養」、「課程架構」上的認同度有所差異
      最後,根據研究結果提出建議,以供教育主管機構、學校教師及後續研究者參考。
    This study investigates the level of acceptance to the general curriculum guidelines of the 12-year basic education implemented in 2018 among general and vocational high-school teachers in Taipei, New Taipei, and Keelung Cities. The participants invited through stratified random sampling on vlountary basis from these teachers. A self-developed questionnaire is the tool used to investigate the participants’ level of acceptance to the general curriculum guidelines. The data analyzed including descriptive statistics, an independent samples t test, and one-way analysis of variance. In his study, there are 490 questionnaires were distributed; Finally, 439 copies returned, with 419 valid copies obtained. The conclusions have been listed as follows:
    1. The participants exhibited positive acceptance to the
    overall general curriculum guidelines.
    2. The participants exhibited varying levels of
    acceptance to the general curriculum guidelines
    depending on the types of school they worked at.
    3. The participants exhibited varying levels of
    acceptance to the core rationale, curriculum goals,
    core competencies, curriculum framework, and
    implementation directions of the general curriculum
    guidelines depending on their schools’
    characteristics.
    4. The participants exhibited varying levels of
    acceptance to the implementation directions of the
    general curriculum guidelines depending on their
    academic backgrounds.
    5. The participants exhibited varying levels of
    acceptance to the preface, core rationale, curriculum
    goals, core competencies, and curriculum framework of
    the general curriculum guidelines depending on their
    job positions or roles.
      Finally, suggestions based on the findings may serve as a reference for education authorities, teachers, and future researchers.
    显示于类别:[教育政策與領導研究所] 學位論文

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