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    Title: 臺北市國中教師對十二年國民基本教育政策規劃之認同及相關意見調查
    Other Titles: Approval scale and related opinion surveys of the twelve-year compulsory education policy plan for junior high school teachers in Taipei
    Authors: 傅振宇;Fu, Chen-Yu
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    薛雅慈;Hsueh, Ya-Ci, Selena
    Keywords: 國民中學教師;十二年國民基本教育;Junior High School Teachers;Twelve-Year Compulsory Education
    Date: 2012
    Issue Date: 2013-04-13 10:40:06 (UTC+8)
    Abstract: 本研究旨在瞭解臺北市國中教師對十二年國民基本教育政策規劃之認同及相關意見調查,根據調查結果加以分析並提出具體建議,供教育主管機關在實施十二年國民基本教育時的參考。
    本研究採用問卷調查研究法,以自編之「臺北市國中教師對十二年國民基本教育政策規劃之認同及相關意見調查問卷」為研究工具。以臺北市國中教師為對象進行意見調查。有效問卷樣本為429份,以模糊平均數、反模糊實數等模糊統計方法進行統計分析。根據本研究調查結果,歸納出結論如下:
    一、臺北市國中教師對於十二年國民基本教育的實施計畫的認同程度,以可以
    落實中學生性向探索與生涯輔導,引導多元適性升學與就業的認同度最高。
    二、臺北市國中教師對於十二年國民基本教育的推動確切作法認知程度,以知
    道國中教育會考取代國中基本學力測驗認知度最高。
    三、十二年國民基本教育實施後,臺北市國中教師在課程、教學、評量等認同
    程度,以教師應使用多元評量的方式來評量學生的學習效果認同度最高。
    四、實施十二年國民基本教育後,臺北市國中教師在教學歷程中的改變意願程
    度,以調整班級經營管理策略改變的意願程度最高。
    根據前述研究結論,提出具體建議,以供教育主管機關、國民中小學,以及後續研究之參考。
    The purpose of this study was aimed at understanding approval scale and related opinion surveys of the twelve-year compulsory education policy plan for junior high school teachers in Taipei City.
    This research used questionnaire entitled “Approval Scale and Related Opinion Surveys of the Twelve-Year Compulsory Education Policy Plan for Junior High School Teachers in Taipei” to survey junior high school teachers in Taipei City. Data were analyzed using “Fuzzy Statistics”, including fuzzy means and defuzzification.
    The conclusions of this study are as follows:
    1. Teachers recognized the highest whether the program could effectively offer opportunities for junior high school students to explore individual aptitudes and access career counseling services which could result in more diverse and practical educational advancement and employment options.
    2. Regarding the implementation of the 12-year Compulsory Education Program, teachers recognized the highest to implement Certificated Education Examination instead of the Basic Competence Test for junior high school students.
    3. After implementing the 12-year Compulsory Education Program, in terms of the extent to which junior high school teachers identified with some aspect of the program, including curriculum, instruction, and evaluation, the concept that teachers should use more varied assessment methods when assessing the educational achievements of students was identified with the most.
    4. Regarding teachers’ willingness to make changes to the teaching curriculum after the 12-year Compulsory Education Program was implemented, “adjusting classroom management strategies” was rated as the most acceptable option.
    Based on the conclusions, some suggestions were proposed to the educational authorities, the schools, and for further studies.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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