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高階主管資訊系統發展架構及實施策略洪敏育 Unknown Date (has links)
臺灣近幾年來隨著產業經濟規模逐漸成長,各種大型結構以及連鎖型和跨國型態的企業組織如雨後春筍般紛紛出現,再加上政府積極申請加入關貿總協和大力倡導成立亞太營運中心等政策鼓勵下,市場門戶逐漸開放,各種國外大型企業逐漸進入本土,加劇市場的競爭白熱化,這使得本土企業經理人在經營管理上面臨了重大挑戰,因此,如何有效提昇管理決策品質,以應付快速變遷的環境,便成為高階主管人員未來經營的主要課題,而尋求資訊科技的幫助則是解決這項課題的經營策略之一。
EIS是近年來漸受企業重視的資訊系統之一,它能夠提供簡易的操作方式,讓高階主管去擷取他們所需要的組織內部及外部關鍵性成功因素之相關資訊,而有助於高階主管人員決策品質的提升,因此,預估本土企業經理人員運用此類系統來增加其競爭優勢的機會,將會有愈來愈多的趨勢;然而由於EIS的使用者是高階主管,與過去傳統資訊系統的使用者為作業人員或一般管理者有著極大的不同,且依據過去國外經驗,其開發並不是那麼容易發展成功,再加上目前在國內它仍屬剛起步階段,因此,它的開發實施將具有相當的挑戰性存在。
為了讓本土企業能夠順利進行系統開發,避免重蹈國外失敗命運,本文分別從高階主管資訊來源、高階主管對資訊的需求態度、EIS實施因素、EIS發展架構及EIS關鍵性成功因素等五個構面,採較廣泛的問卷調查方式對國內大型企業進行實証研究,以從其中找出實施策略之可行建議。
依據研究結果發現,企業高階主管人員利用電腦螢幕查詢以取得資訊已有增加的趨勢,而在實施EIS方面,高階主管的支持與承諾,資訊內容必須與公司策略目標相配合及系統開發過程中必需有一位實際執行負責人等是實施EIS最具重要性的關鍵成功因素;本文依據上述研究結果提出四項實施策略,供實務發展者做為規劃之參考,此外,並對研究過程中所發現之問題提出建議,以供學術相關單位做後續之進一步研究。
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限制農地移轉法令與實施成效之研究陳奉瑤, CHEN, FENG-YAO Unknown Date (has links)
我國農地政策向以農地農有為主導,第一階段農地改革實施耕者有其田,成效卓著。由於地權分配的改善,促使土地有效利用,達到農業發展的目的。政府為維持農地農用,貫徹耕者有其田政策,並防止耕地的繼續細分,而有限制農地所有權移轉的規定
。此規定實施迄今已有十餘載,本論文擬由問卷調查及次級資料的分析中,探討其實施成效,並由其中找出未盡完善的問題點,進而提出客觀的改進意見。
本論文計分六章:
第一章:「緒論」。闡明研究目的、研究方法、資料來源與研究範圍。
第二章:「限制農地移轉的政策目標及法令規定」。政策目標有三:一、維持農地農用,貫徹耕者有其田政策;二、限制非農民購地,抑制土地投機;三、防止耕地細分。法令規定,則針對土地法、農業發展條例及其他相關規定進行分析。
第三章:「限制農地移轉的實施成效」。由問卷及次級資料中,看現行規定是否達到既定政策目標。
第四章:「問卷調查分析」。站在私經濟立場,看農民、核發自耕人員及代書,對限制移轉的認知程序及遭遇困擾進行分析。
第五章:「問題與對策」。由實施成效及問卷調查分析中,發現問題,並提出改進意見。
第六章:結論與建議。
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校長教學領導行為與九年一貫課程實施之研究 ─以桃園縣國民中學為例─羅新炎 Unknown Date (has links)
校長教學領導行為與九年一貫課程實施之研究
─以桃園縣國民中學為例─
摘 要
本研究目的主要在探討校長教學領導行為與九年一貫課程實施相關議題,並調查不同背景變項之教師,對校長教學領導行為與九年一貫課程實施的知覺上有何差異。
調查研究以桃園縣國民中學教師為母群體,抽取768位教師為樣本,以自編之「校長教學領導行為調查問卷」與「九年一貫課程實施調查問卷」進行問卷調查,計回收有效問卷712份。所得資料以SPSS10.0統計軟體進行統計分析,並透過描述統計、t考驗、單因子變異數分析、皮爾遜積差相關、多元逐步迴歸分析等統計方法加以分析與解釋,所獲得的主要結論如下:
一、國民中學校長教學領導行為之現況分析
國中教師在知覺校長教學領導行為程度上,以「增進學生學習氣氛」最高,而最低的為「確保課程教學品質」。
二、不同背景變項(性別、年齡、教育背景、擔任職務、服務年資、學校規模、學校位置)之國中教師在知覺校長教學領導行為上有差異。
三、不同實施狀況學校的國中教師在知覺校長教學領導行為上無差異。
四、國民中學九年一貫課程實施之現況分析
國中教師在知覺九年一貫課程實施上,以「學校本位課程」最高,而最低的為「協同教學」。
五、不同背景變項(性別、年齡、教育背景、擔任職務、服務年資、學校規模、學校位置)之國中教師在知覺九年一貫課程實施上有差異。
六、不同實施狀況學校的國中教師在在知覺九年一貫課程實施上無差異。
七、國民中學校長教學領導行為與九年一貫課程實施上有正相關存在。
另本研究根據結果提出數點建議以供參考。
關鍵詞:校長教學領導行為、九年一貫課程實施 / A Study of Principals’ Instructional Leadership and Nine-Years Integrated Curriculum Implement
- A Case Study for Junior High Schools in
Taoyuan County
Abstract
The purpose of this research is to investigate principals’ educational leadership behavior in relation to issues regarding nine-years integrated curriculum practice and also to further investigate the perception differences for teachers with different background variables regarding principals’ educational leadership behavior on nine-years integrated curriculum practice.
The investigation took Taoyuan County junior high school teachers as population and selected 768 teachers as samples and through self-made “Principals’ instructional leadership questionnaire” and “Nine-years integrated curriculum practice questionnaire” to do research. 712 valid questionnaires were analyzed and explained via descriptive analyses, T-test, one-way ANOVA, Pearson correlation, and multiple regression statistic methods by conducting SPSS10.0 statistic software. The study results are as follows:
1.Teachers in junior high schools perceived that principals’ educational leadership behavior was best at enhancing a student-learning atmosphere and was worst at ensuring the quality of teaching courses.
2.Based on different teachers’ background variables (gender, age, educational background, appointed position, number of years of service, school scale and school location), there were differences in teachers’ perception to principals’ educational leadership behavior.
3.There was no discrepancy between different practical circumstances to the middle school teachers’ perceptions of principals' instructional leadership.
4.The middle school teachers have high perception of nine-years integrated curriculum practice on “School-based curriculum” and have low perception on “collaborative teaching”.
5.Based on different teachers’ backgrounds (gender, age, educational background, appointed position, number of years of service, school scale and school location), junior high school teachers perceived that there were differences in the nine-year consistent course implementation.
6.There were no differences in junior high school teachers’ perception on nine-years integrated curriculum practice in schools with different implementation conditions.
7.There was a positive correlation between junior high school principals’ educational leadership behavior and nine-years integrated curriculum practice.
In addition, this research proposed several recommendations based on our results for reference.
Keywords:principals’ educational leadership behavior, nine-years integrated curriculum practice.
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我國加值稅實施績效之探討 / A Study of VAT Performance in Taiwan蔡義明, Tsai, Yi Ming Unknown Date (has links)
加值稅實施績效的優劣取決於一國所規範的稅制架構-稅基、稅率,及其在稽徵方面所做的努力,近年來,國際貨幣基金、OECD等組織,使用了消費效率比值作為評估各國加值稅實施績效的指標。我國自1986年4月1日實施加值稅迄今已逾20年,其間經過多次修法,已對稅基、稽徵效率產生影響,因此本文認為我國加值稅實施績效的優劣變動情形,實有深入探討的必要。
依據1987至2006年度的稅收資料,利用消費效率比值,透過迴歸分析,並與OECD國家進行比較,本文發現:(一)我國修法增加免稅項目,侵蝕了加值稅基,也降低了加值稅實施績效;(二)我國稅法有關稽徵作業及罰則規定的變動,對稽徵效率均產生實質影響,尤其是降低漏稅罰鍰倍數及逃漏稅成本,已提高逃漏稅誘因,降低了稽徵效率;(三)與OECD國家相較,我國加值稅實施績效雖屬中上水準,惟仍落後實施時間較晚的日本,其主要原因之ㄧ為我國稅基侵蝕較為嚴重;(四)我國近年儘管擴大了稅基,但可能受到稽徵效率降低的影響,加值稅實施績效仍低於1996年度。
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都市更新單元規模之研究 / The Study on the Scale of the Urban Renewal Unit楊棻糸, Yang, Fen-Mi Unknown Date (has links)
都市更新條例第3條清楚明訂,未來都市更新事業的實施應以更新單元為最基本的單位,而條例中亦載明,重建區段土地以權利變換實施之。然更新條例中對於單元規模及權利變換之配套措施並無具體規定,因此欲以權利變換方式推動更新事業,必因不確定因素而衍生諸多交易成本。交易成本與單元規模整合具相關性,而交易成本高低取決於實施者,實施者本質上的差異,將使更新過程產生的交易成本呈現不同面貌,換言之,更新單元規模將不同。鑑於此,本文將對現今多元化的更新實施者進行分析,以瞭解實施者交易成本,並以個案進行財務模擬,推演實施者最適更新單元規模。
本文主要分為三部份,第一部份主要藉由都市更新相關法令及文獻歸納,比較不同實施者之交易時機、交易成本產生原因及交易成本負擔的差異性;第二部份主要藉由相關文獻分析,找出實施者交易成本衡量基準,並利用衡量基準評比實施者交易成本高低,進而比較實施者更新單元規模大小;第三部份主要利用三峽民權街區個案進行財務模擬,以瞭解不同實施者在該區之最適更新單元規模。最後再根據分析結果做結論與建議。
從本文分析得到以下四個結論:(一)不同實施者其交易時機、交易成本項目、交易成本產生原因不盡相似;(二)績效、組織科層、核心技術為評估實施者交易成本高低之基準,而交易成本負擔高低序位分別為都市更新會辦理型,次高為政府辦理型,最小者為都市更新事業機構辦理型。而協商成本為佔總交易成本比例最高者;(三)未來都市更新事業機構辦理型應承辦較大之更新單元規模,而都市更新會辦理時,較小的單元規模是可以被接受的,至於政府可視政策需求進入更新事業;(四)本文假設條件下之個案模擬得知,實施者內部報酬率呈現concave變化,而事業機構辦理型concave高峰時機相較晚於其他兩個實施者。
根據結論本文有以下四點建議:(一)未來利用權利變換方式實施更新事業時,應將交易成本觀念納入單元規模整合工作中;(二)單元規模應考量實施者組織上的特質;(三)國軍老舊眷村改建宜配合都市更新政策;(四)權利價值評估與位置分配宜有詳盡配套措施。
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政府機構實施e化整合服務之探討 / Study on the government's implementation of integrated electronic services楊錦諒 Unknown Date (has links)
科技進步迅速,電腦技術不斷推陳出新,資訊日新月異,網路化時代來臨,改變資訊應用系統的服務模式,網路已成為民眾與政府溝通互動及提供服務的主要管道,從web 1.0靜態網頁系統到web 2.0個人化、互動式的網路系統,許多應用系統逐漸汰舊換新。
根據聯合國 2005 年全球電子化政府準備度的調查報告,94% 的聯合國會員都已導入電子化政府,我國政府從1996年開始起啟動電子化政府計畫,即以每四年為一計畫階段,從基礎資通環境到網路線上應用系統,逐步規劃執行電子化資訊系統,目前電子化政府計畫正邁入互動與整合的階段,結合web 2.0 的理念,以民眾與企業的需求為導向,跨機關橫向與縱向的整合,提供民眾更優質的網路服務,滿足人們對政府資訊系訊的期許。
經由國際間電子化政府評比之指標重點資訊,包括美國布朗大學和世界經濟論壇等,每年提供的詳細報告,檢視我國在各項評比的表現,亦可了解各國政府在e化整合服務的成效,本論文中,將分別從美國、英國、新加坡政府之e化整合服務系統之成效,歸納出政府整合服務的重要策略,並探討我國政府e化整合系統服務情形,彙整執行成效及結論。
電子化政府服務是一項持續性的進階挑戰,本研究發現國家對電子化政府之整合服務的重視與投入程度,不僅提昇國家全球電子化程度的排名,證明國家對電子化政府整合服務的經營,可為全國民眾、企業帶來許多便利,提昇政府機關辦事效率,這是先進國家政府重要指標。歸納的幾點建議,希望可以從不同角度提供政府未來在e化整合系統服務規劃參考,對強化電子化政府服務有畫龍點睛之效。
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台灣實施浮動匯率之研究李嘉田, Li, Jia-Tian Unknown Date (has links)
本論文壹冊,計約三萬餘字,全文共分三章九節。
第一章 緒論,本章略述研究動機與目的、研究方法與限制以及全文之結構。
第二章 浮動匯率之一般檢討,本章包括四節
第一節 浮動匯率之意義與類型
第二節 實施浮動匯率之利益
(一)得以運用獨立的貨幣與財政政策追求國內經濟目標
(二)免於直接管制
(三)阻遏投機風潮
第三節 實施浮動匯率之問題
(一)不穩定的資本移勉
(二)不確定之風險
(三)通貨膨脹之傾向
(四)以匯率變動平衡國際收支效果之問題
第四節 結論
第三章 台灣實施浮動匯率之研究
第一節 實施技術之考慮
第二節 基本原則之考慮
第三節 市場調節機能之考慮
第四節 遠期外匯市場
第五節 結論
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我國綜合高中課程規劃與實施現況之研究呂昆娣 Unknown Date (has links)
本研究之主要研究目的在於探討我國綜合高中之課程規劃與實施之現況、相關問題及具體改進建議,包含綜合高中教育基本理念之相關問題、課程規劃之相關問題以及課程實施之相關問題三個部分。為達成上述研究目的,研究者採用文獻分析法以及問卷調查法;首先探討課程規劃與實施的理論基礎與相關研究; 接著探討我國辦理綜合高中的相關理論基礎與研究;之後分析美國、英國與我國綜合高中的沿革與發展現況;最後編制『我國綜合高中課程規劃與實施現況問題之分析研究問卷』,針對2003學年度接受教育部綜合高中輔導訪視150所學校進行調查研究;然後依問卷回收後分析之結果,建議我國綜合高中課程規劃與實施可行之改進途徑,以提供相關單位決策及後續之研究。
本研究之問卷調查對象以學程主任、學科召集人、承辦綜合高中業務之組長或教務主任以及輔導人員為母群體。首先在學校部分進行普查,而學校相關教師樣本之取得則採取隨機抽樣而來,共抽取150所學校,900位教師,回收有效樣本為530份,問卷資料處理採用SPSS10.0版進行統計分析。
據此,研究者係將本研究之調查結果發現與文獻探討發現作成結論如下:
一、綜合高中教育基本理念未能落實
(一)就編班方面來說:學校未能落實高一不分流及依意願分類編班。
(二)就開始教授專業科目的時間來說:有部分的學校未能在「高二上」實行,高一未進行性向試探及輔導,即開始教授專業科目。
(三)就規劃綜合高中課程的主體來說:部分學校未能透過「該科老師於教學研究會時參與討論」之後,經由「課發會」進行協調,再由校務會議通過後實行。
(四)就各類課程及各學程課程之規劃經何種會議討論通過方面來說:仍有學校相關人員對此議題不甚清楚。
(五)就一年級職業試探課程之實施方式方面來說:仍有學校「未開設」或直接教授專業科目。
(六)就『高一不分流』、『提供多元課程』、『學生適性選課』這幾方面來說:各校由於理念不清,學校在各面向均自覺已符合綜合高中相關精神。
(七)就二、三年級學生選課之方式來說:仍有學校抱持選學程不能選課的觀念。
二、綜合高中課程規劃之意見調查分析
(一)就校訂必修科目數為多少學分數來說:仍有學校理念不清,將校訂必修學分數視為學程概念或「不清楚」,甚而無校訂必修科目。
(二)課程規劃以升學導向為主:課程規劃仍有考試領導課程規劃的情形。
(三)就學校在修訂或調整綜合高中課程時的決定主體方面來說:仍有學校決定主體未能落實綜合高中相關理念。
(四)就課程發展委員會之成員方面來說:學校課程發展委員會的家長代表及學者代表比例仍低。
(五)就生涯規劃課程由誰擔任方面來說:學校仍有配課的情形產生,未能給予學生專業的輔導。
(六)就規劃空白課程之單位以及學生遇空白課程時,負責到班或活動地點的負責老師方面而言:學校多數以「教務處」為主。
三、綜合高中課程實施之意見調查分析
(一)就學生空白課程節數方面而言:學校對綜合高中的理念並不清楚,因此大部分學校並無空白課程的實施。
(二)就學生改選科目方面的主要程序方面而言:學校輔導機制並未落實。
(三)就學生課表中之科目包含哪些類而言:課程的實施仍受限於升學導向的限制。
(四)就一年級學生說明有關綜合高中理念與具體做法之方式而言:學校便宜行事,使效果不彰。
本研究根據文獻探討、調查研究發現與結論作成以下建議:
一、強化綜合高中教育基本理念
(一)宣導綜合高中理念
(二)正確瞭解空白課程及職業試探的意義
二、綜合高中課程規劃之意見調查分析
(一)課程之規劃本著學校本位課程之精神,除教師積極參與之外,宜增加學者專家、社區及家長之意見
(二)課程規劃時,增加學生課程選修空間
(三)輔導人員需加強瞭解課程之規劃,以利輔導
(四)規劃空白課程及職業試探課程
(五)除升學及檢定科目之外,宜兼重人文素養之科目
三、綜合高中課程實施之意見調查分析
(一)豐富空白課程之內容及職業試探的廣度
(二)處室之間密切合作
(三)接受教育改革挑戰,行政上不宜方便行事 / The main purpose of this study was to explore the current situation, related issues and concrete suggestions of the curriculum planning and the curriculum implementation of Comprehensive High Schools in Taiwan. This study had three parts: the related issues of basic educational ideals of Comprehensive High Schools, the curriculum planning and the curriculum implementation. To achieve above-mentioned goal, the researcher adopted literature review and questionnaire survey as research methods. First, the theories and related researches of the curriculum planning and implementation were reviewed, and then the development and current situation of Comprehensive High Schools in America, England and Taiwan were discussed. Finally the researcher made “Current Problems Analysis of the Curriculum Planning and Implementation of Comprehensive High Schools in Taiwan Questionnaire” and took 150 schools interviewed and guided by the Ministry of Education in 2003 as samples to conduct the survey. According to the result of analyzing these questionnaires, suggestions of the improvement about Comprehensive High Schools in Taiwan were offered for related authorities' execution and the following researches.
The investigation took heads of programs, heads of subjects, the section chiefs or directors of academic affairs who are responsible for the affairs of the Comprehensive High School and the counselors. 900 teachers in 150 schools were randomly chosen as research samples and 530 valid copies were retrieved. The questionnaires were analyzed by conducting SPSS10.0 statistic software.
The conclusion according to the result of this survey and findings of literature review are as follows,
1.The Incomplete Implementation of Educational Ideals of Comprehensive High Schools
(1)Class Assignment:The implementation of integrating the academic and vocational programs for the first-grade students was incomplete and students were not grouped according their willing.
(2)The Beginning Time to Teach the Professional Subjects:Students didn’t learn the professional subjects in the first semester of their second-grade years but during their first-grade yeas without accepting the aptitude tests.
(3)The Subjectivity to Planning the Curriculum of Comprehensive High Schools:The implementation of the Curriculum didn’t follow the procedures of subject teachers’ discussion in the teaching committee, negotiation in the curriculum development committee and approval in the school affair conference.
(4)The Conferences to Discuss and Approve the Curriculum of Different Programs:Some school staff didn't realize it clearly.
(5)The Implementation of the Occupation Exploration Curriculum for the First-grade Students:Some schools didn’t provide it or taught students the subjects directly.
(6)The Academic and Vocational Programs Integration during Students’ first year in High School, the Multiple Curriculum Offering and Adaptive Course Election:Schools had vague ideal and didn’t correspond to the spirits of the Comprehensive High School.
(7)Curriculum Election for the Second and Third-Grade Students:Students couldn’t elect courses but programs.
2.The Analysis of the Survey about the Curriculum Planning of the Comprehensive High School
(1)The Credits of the School Required Subjects:Some schools regarded the credits of school required subjects as the level of programs, ill-defined or not established.
(2)The Exam-oriented Curriculum Planning:The curriculum planning relied on the exams.
(3)The Subjectivity Deciding the Revision and Adjustment of the Curriculum of the Comprehensive High School:Some couldn’t put the ideal of Comprehensive High School into practice.
(4)The Members of the Curriculum Development Committee:The participation rate of the representatives of parents and scholars in the curriculum development committee was low.
(5)The Teachers Responsible for the Career Planning Curriculum:The career planning curricula were taught by teachers of different subjects and students didn't accept the professional counseling and guidance.
(6)The Responsible Administration and Teachers of the Alternative Learning Period:The offices of academic affairs in schools were assigned.
3.The Analysis of the Survey about the Curriculum Implementation of the Comprehensive High School
(1)The Number of Students' Alternative Learning Periods:Most school didn’t provide the null learning periods.
(2)The Main Procedures of Students’ changing elective subjects:The counseling and guidance mechanism were not put into practice.
(3)The Dimensions of the Subjects:The implementation of the curriculum was confined to the exam-orientation.
(4)The Announcement to the First-grade students about the Ideal and Concrete Methods of the Comprehensive High School:The schools acted in haste and it turned out inefficiency.
Suggestions according to the literature review, findings of the survey and the conclusion are as follows,
1.Strengthening the ideals of the Comprehensive High School
(1) announcement of the ideal of the Comprehensive High School
(2) to realize the meanings of the alternative learning periods and the occupation exploration curriculum
2.The Analysis of the survey of the Curriculum Planning of the Comprehensive High School
(1)the curriculum planning according to the spirit of the school-based curriculum, teachers’ active participation and scholars, communities and parents’ suggestions adopted
(2)flexibility of students’ selecting the elective courses
(3)counselors’ deeper realization about the curriculum planning.
(4)planning the alternative learning periods and the occupation exploration curriculum
(5)emphasizing the subjects for the entrance examination, skill tests and humanities cultivation at the same time
3.The Analysis of the survey of the Curriculum Implementation of the Comprehensive High School
(1)enriching the content of the alternative learning periods and broadening the occupation exploration
(2)the close cooperation among offices in school
(3)taking the challenges of educational reform
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臺北縣市新制校務會議組織運作與實施成效之研究 / New system of school council operating and effectiveness using in Taipei city and Taipei county許志明 Unknown Date (has links)
本研究主要在探討八十八年二月國民教育法修正後,臺北縣、市校務會議組織運作與實施成效之情形,並研析兩者之間的關係,據以提出建議,供改進國民中學校務會議之組織運作及提昇實施成效的參考。
本研究兼採文獻分析及問卷調查法。根據研究目的、待答問題及文獻探討,編製「臺北縣、市新制校務會議組織運作與實施成效調查問卷」,然後依臺北縣、市現有之公立國民中學117所實施全面普查,每校分層隨機抽樣十位參與校務會議之代表成員為對象,共計發出問卷1140份,回收可用問卷720份。經統計獲得如下之發現:
一、在組織運作與實施成效上均給予中等以上程度的肯定。
二、台北市國民申學顯著優於臺北縣國民中學。
三、中型學校(25班至49班)在「民主參與」表現最好。
四、以學校年齡在11~20年者表現最佳。
五、男性成員顯著高於女性成員。
六、服務年資以16年以上者表現最佳。
七、以家長代表表現最佳,專任教師代表表現最差。
八、組織運作對實施成效具有正向的預測作用。
至於本研究對於教育行政單位、學校工作團隊與未來相關研究的建議,則詳如內文。 / The revision of law in national education executed in Feb 1999. The main purpose of this paper focus on the relationship between organization operating and effectiveness using of school council. And it will give some advices clearly to the junior high school council.
This paper adopted literature review and questionnaire survey to arrange a questionnaire about "the new system of school council operating and effectiveness using in Taipei City and Taipei County". And stratified random sampling, which send out 1140 questionnaires and retrieve 720 ones, and took ten members of school council from 117 junior high schools in Taipei, was been adopted.
The evaluating result by statistics shows that:
1. We gave medium appreciation about the organization operating and effectiveness using.
2. The evaluating result of junior high schools in Taipei City was better than in Taipei County.
3. The middle-scale schools, owns twenty five to forty nine classes, had better performance in democratic participation.
4. The schools between 11 and 20 years had better performance too.
5. The performance of male samples are remarkable than female.
6. The samples working more than sixteen years are better than any other.
7. The householders had a good performance, and full time teachers had the bad performance on the contrary.
8. Organization operating has a right prediction to the efficiency.
The detail about educating administrative unit, working group of junior high school and ongoing research were in the context.
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高級中學親職教育家長態度與實施做法之研究 / Study of attitudes and needs of high school students' parents on parent education馮潔瑩, Feng, Chieh-Ying Unknown Date (has links)
本研究主要是以高級中學學生家長為對象,探討學生家長對於學校親職教育的態度及實施做法,並探討相關背景變項的差異性,藉以提出實施親職教育之建議,以提供相關單位做參考。
本研究提出的研究目的如下:
一、瞭解高級中學學生家長對實施親職教育的認知及重視程度。
二、瞭解高級中學學生家長實際參與親職教育的情形與成效滿意度。
三、探討高級中學學生家長對學校親職教育內容與方式之實施做法。
四、根據研究結果,提出推動親職教育之建議。
本研究以問卷調查的方式,針對基隆市、台北市、台北縣及桃園縣四縣市高級中學共二十一所高級中學581住高級申學學生家長進行調查,問卷調查資料以次數分配、百分比、卡方考驗、變異數分析,進行統計分析,其獲得的結果如下:
一、多數的家長對於親職教育的認知,大都抱持正面及肯定的態度。
二、多數的家長對於親職教育的重視程度,也為正面及肯定;不同背景變項中,有部分達到顯著性差異,包括有:家長的不同學歷、婚姻狀況,在親職教育重視程度上有達到顯著性差異。
三、高級中學學生家長參與學校親職教育活動之情形,普遍都不理想,而且在頻率次數上,都較幼兒、學童時期家長少了許多;其代表參加者,大都是由母親代表;而無法參加親職教育活動者,大都是因為作息時間無法配合及工作忙碌。
四、高級申學學生家長對於親職教育方式、內容及時段安排之成效滿意度,多數家長是滿意的,不過,在時段安排上,其比例略低於方式及內容部分,其原因與家長作息時間不能相配合有關。
五、高級中學學生家長對於親職教育內容之實施做法,以「了解青少年各階段的心理發展及溝通技巧」之需求度最高。
六、家長較偏好的親職教育個別方式及團體方式,分別是:「級任導師以電話進行家庭訪問」、「舉辦家長座談會」。
七、高級中學學生家長較希望利用假日的白天進行親職教育活動,時間以兩小時最佳,每學期辦理兩次,印發的親職教育刊物以月刊為主,舉辦地點以學校室內場所較好。
八、不同背景變項,對於親職教育之實施做法有部分達到顯著性差異。其達到顯著性差異者有:家長不同年齡,在進行時間上有達顯著性差異;家長不同學歷,在親職教育刊物上有達顯著性差異;家長不同婚姻狀況,在時段安排上有達顯著性差異;子女就讀學校性質不同的家長,在親職教育內容、時段安排、進行時間、發行刊物及活動地點上,有達到顯著性差異;子女就讀不同年級的家長,在親職教育內容及時段安排上有達到顯著性差異。
根據以上的分析,對未來高級中學親職教育提出以下之建議:
一、學校事前的完善規劃。
二、增強教師在親職教育知識及溝通技巧上的專業。
三、鼓勵父親多參加親職教育活動。
四、鼓勵家長參加有深度的團體討論活動。
五、家長應積極參與學校的親職教育活動。
六、未來研究上的建議。 / The major purpose of this study is to explore the different attitudes and needs of high school students' parents on parent education based on their background variables such as sex, marital status, education background, age, and other related variables.
The purposes of this study are:
1. To understand the degrees of recognition and participation of high school students' parents on parent education.
2. To examine the participating conditions and satisfactory level of high schools' students' parents on parent education.
3. To explore the parents' opinions regarding curricular contents and implementing methods on parent education.
4. To propose recommendations based on the findings for future study and implementation of parent education.
This study is conducted by the survey method. Questionnaires are sent to 21 high schools and vocational high schools' parents of students. Frequency distributions, Chi-square test, and ANOVA are used for data analysis. The major findings of this research are as follows:
1. Most of the parents give positive recognition and response to parent education sponsored by senior high schools.
2. Most of the parents have positive and supportive attitude on parent education. There are significant differences among parents' opinions based on different background variables, including education background, marital status, and attitude on parent education.
3. The involvement extent of the parent education activity is beyond expectation. Especially the participation frequency is less than pre-school education's parents; most of the participators are mothers.
4. The majority of parents feel satisfied about the education patterns, contents, studying time arrangement; but less satisfied in studying time arrangement since they are not able to synchronize themselves with it.
5. Parents are eager to learn the topic of "The physical development and communicative techniques of young adults".
6. Parents show theirs preferences when implementing in individual method and group format. In individual format, "phone-call interview by class advisors" is preferred; In group format, "parent meeting teacher" is preferred.
7. Parents prefer the school to progress the parent education activities twice a semester at the daytime of holiday. Parent education publication is prefer to be published monthly and the place of holding is hoping to be indoors.
8. There are several significant differences about implementing methods among parents under different background. Parents that with different ages have difference opinions on time arrangement. Parents with Children studying in different kind of schools have different opinions on time arrangement, progressing hours, publication, and activity holding locations; parent with children in different grades have different opinion on curricular content and time arrangement.
Based on the findings above, suggestions for future high schools' parent education implementation are as follows:
1. The school should make whole planning ahead before parent education implementation.
2. The teachers should be reeducated for purposing professional knowledge and communicative skills of parent education.
3. Parents should be encouraged to involve more frequently in activities of parent education.
4. Parents should be encouraged to participate in deep group discussion activities.
5. Parents should be motivated to join the parent education activities that hold by school.
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