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The purposes of this study were to develop a mathematics achievement test for the seventh graders in Tainan based on the Grade 1-9 Curriculum, and to explore the difference in performance for variables of gender, tutoring, scale of school, public-private school and textbook version. The population of this study consisted of the eight graders in Tainan City. Three samples were drawn for this study: the first tryout sample¡]n=402¡^, the second tryout sample¡]n=455¡^and the norm sample¡]n=870¡^. The Mathematics Achievement Test for Seventh Graders developed by the researcher was used. The data were analyzed in two dimensions: 1. items and test with methods of CTT and IRT; and 2. the difference in performance for variables of gender, tutoring, scale of school, public-private school and textbook version with statistical testing methods. The results of this study were listed below: I. Item and Test Analysis: 1.Regarding the difficulty and discrimination of CTT, the average difficulty of interval scale¡]¡µ¡^of items was 12.14, the mean of percentage passing and discrimination were 0.58 and 0.52, respectively. 2.According to the result of the reliability examination, the Cronbach value of internal consistency was 0.85, the test-retest reliability indicated 0.86, the split-half reliability showed 0.86. 3.The evidences of validity about this test were well content-related, criterion-related, construct-related. As for the result of the validity examination, the content validity of this test was through experts¡¦ review and judgment. The criterion validity was based on significantly positive correlation of the monthly test scores for each school. The construct validity had established in two ways of the internal consistency and the different groups analysis. 4.Analyzing items with IRT, 3PL model, the mean of discrimination (a), difficulty (b) and guessing(c) are 1.23, 0.14 and 0.21, respectively. 5. DIF was present for the item 17 between gender groups. 6. The correlations of item difficulty values between IRT and CTT were 0.97¡ã1.00, the correlations of item discrimination were 0.21¡ã0.95. The correlation between ability parameters of IRT model and total score of CTT ranged from 0.98 to 1.00. The result of indices between IRT and CTT revealed high correlations. 7. This test established a percentile rank and T-score norms. II. Testing of the performance differences with significance level£\=0.01: 1.The student¡¦s performances were significantly different between gender groups, and the female exceeded male. 2.The performances of the students who accepted tutoring after school hours were better than the others¡¦ performances significantly. 3. The student¡¦s performances in the public and private school were significantly different, and the private school outperformed the public school. 4.The performances of the students in private school were better than the performances of the students¡]both accepting tutoring and not ¡^in public school. And in public school, the performances of the students accepting tutoring were better than the students not accepting tutoring. 5.As for the school scale, the large is better than the small, and the middle is better than the small at statistical significant level. 6.In the textbook version, this test found that the performance of student using the version Nani surpassed the performance of student using the version Hanlin, and the version Jenlin outshined the version Hanlin. Finally, based on the results and findings of this study, numerous suggestions for the practical use of the test and future researches were provided.

Abstract Although Grade 1-9 Curriculum has been put into practice in Social Studies learning area for a period of time, there isn¡¦t a complete discussion about it. Therefore, the purpose of the study is to analyze the related studies in ¡§core rationale and curriculum goal¡¨ part, ¡§competence indicators and main content¡¨ part and ¡§implement guidelines¡¨ part and to investigate the suggestions of the related studies. The subjects are 177 curriculum guideline studies studies. The results are as follows: 1. ¡§Competence indicators and main content¡¨ studies and ¡§implement ation guidelines¡¨ studies are the most part. They are 109 and 61 separately. 2. The number of ¡§core rationale and curriculum goal¡¨ studies is seven. They all agree with the integration trand which the curriculum guideline and curriculum goals pursue. However, there is no connection between theory and practice. 3. Developing competence indicators and main content: there are some discussions according to the nine theme axes and main content. 4. Implementation guideline: First: cognitive part: more and more teachers understand the curriculum guideline, which facilitates the accomplishment of curriculum guideline. Secont: integration part: there is lack of the principle explanation of the connection between integration, cognition, and practice. Therefore, it is necessary to offer the main reasons of pursuing the integration. Third: textbook: Teachers¡¦ transformations are crucial. Forth: evaluation: Although that the government should establish the professional institution to develop the long-term which is still lack in corrent elementary schools and junior high schools. Fifth: competence indicators are too abstract to understand. Therefore, it increases the difficulties in designing learning materials. Key Words: Social Studies learning area, Social Studies, Grade 1-9 Curriculum Guidelines

The Grade 1-9 curriculum policy has changed the traditional curriculum rationale and curriculum design. The large scale and profound influence of this change can be considered a revolutionary transformation during the educational process in Taiwan. The policy implementation has particularly focused on the elementary school and junior high school teachers, which involves not only the change in teachers¡¦ instructional patterns, but also teachers¡¦ professional roles as well as the transformation of their values. ¡@¡@Ideas of the Grade 1-9 curriculum policy have conveyed certain concepts. However, when the policy is implemented, a lot of details are involved, such as instructional plan, instructional method, action research, which require teachers¡¦ abilities for preparation, accompanying measures related to administration, or even the general public¡¦s and parent¡¦s questions about and support of the policy. All these have caused a lot of difficulties during the process of policy administration. Among them, the key point is whether the elementary school and junior high school teachers can identify themselves with the ideas of the curriculum reform, and dedicate themselves to implement this policy goal, which is closely tied to the substantial outcomes of this policy. Based on the context of this problem, it is worthy of a study on understanding this problem, and even resolving the problem. ¡@¡@An educational philosophy works as a basis to form a policy, and does not happen independently in the system of an educational structure. In turn, it is a response to the social context at that time, and is related to the social value system then. When the policies and ideas are implemented, a critical examination of social habits should not be ignored. In order to emphasize the policy analysis of curriculum reform implementation, if the society is considered the conceptual background of policy analysis, the policy formation can be more correctly and comprehensively understood, and can work as a basis to explain the problems due to the policy administration. ¡@¡@On these grounds, this study is based on the social concepts of the Grade 1-9 curriculum policy, and attempts to investigate the correlation between grassroots teachers¡¦ social values and the reform of the Grade 1-9 curriculum policy. The purpose is to explain the relationship between different teachers¡¦ social values and the policy of the curriculum reform, to understand cognitive differences as well as to test and verify the applicability of the methods to reduce the cognitive differences and resolve the cognitive conflicts. ¡@¡@In terms of the research method, the researcher first has referred to Inglehart¡¦s hierarchy of needs (1990:25) to measure the priority of the value index in the social values, and categories the teachers in the study into two different social value groups: materialism and post-materialism. The quasi-experimental method of the Social Judgment Theory (SJT) is applied to judge and analyze the study. The concept of ¡§V.C.S. Strategic Triangle, ¡¨ is applied to define the three indices, value-capacity-support (V.C.S.), in the Grade 1-9 curriculum policy implementation. The function and application of the lens model in the SJT, thus, are verified. It is hoped to test, verify and explain the different cognitive judgments on the beneficial results of the curriculum reform and V.C.S. policy implementation made by the teachers with different social values (criteria, cues, function form, weights, judgment policy and cognitive feedback). ¡@¡@Among the above-mentioned methods, the cognitive feedback model is especially applied to present the subjects¡¦ internal cognitive judgment on policy reference variables, for the purpose of helping the subjects to judge their level of cognitive change after they directly understand and compare their interpersonal learning with others. The findings are as follows: 1. Teachers with different social backgrounds and conditions have different value orientations. 2. Based on the SJT method, two groups with different social values have different cognitive levels of the curriculum policy reform¡¦s beneficial results. (1) The criteria of the curriculum policy reform¡¦s beneficial results among the subjects with different value orientations are very inconsistent, which indicates the cognitive differences between these two groups. (2) Groups with different social values cause different function form models and weights of the three policy reference variables: ¡§V¡¨ ¡§C¡¨ and ¡§S¡¨. Materialists tend to identify themselves with the variable, ¡§S¡¨ while the post-materialists with the other two variables, ¡§V¡¨ and ¡§C¡¨. (3) The three policy reference variables; namely, ¡§V¡¨ ¡§C¡¨ and ¡§S¡¨ among groups with different social values show lower similarity in the judgment policy. 3. After experiencing the interpersonal learning of cognitive feedback, groups with difference social values will make cognitive changes, which result in the narrowed cognitive differences between these two groups. (1) After the cognitive feedback, the cognitive consistency with the subjects will increase. (2) After the cognitive feedback, the actual value and estimated value of the test results among groups with different social values will have higher agreement. (3) After the cognitive feedback, the three function form, and weights, namely, ¡§V¡¨ ¡§C¡¨ and ¡§S¡¨ among groups with different social values have been adjusted toward the cognitive orientation different from theirs (4) After the cognitive feedback, the three cues, namely, ¡§V¡¨ ¡§C¡¨ and ¡§S¡¨ among groups with different social values show higher similarity in the judgment policy. 4. The results of the questionnaire found that groups with different social values and social attributes (such as social conditions during the growing process, family¡¦s social-economic status, age and educational background) have different levels of identification with the three indices, namely, ¡§V¡¨ ¡§C¡¨ and ¡§S¡¨ Materialists tend to identify themselves with the variable, ¡§support,¡¨ while post-materialists with the other two variables, ¡§V¡¨ and ¡§C¡¨. The research results are identical with the research results of the SJT.

本研究旨在了解國民中學社會學習領域教師對領域教學在職進修之需求與成效。為達成研究目的，本研究以自編之「國民中學社會領域教師領域教學在職進修需求與成效問卷」為調查研究工具，以台北縣、市所抽樣學校社會學習領域教師390人作為正式問卷調查對象，回收332份有效問卷（回收率84.9%）。本研究針對所得的資料，以SPSS8.0 for Windows套裝軟體進行次數分配、獨立樣本單因子變異數分析（One-Way ANOVA）、Tukey法事後比較分析、獨立樣本t考驗（Independent-Samples t Test）等統計分析。依據資料分析發現，獲致以下結論： 壹、國民中學教師對領域教學進修之需求： 一、教師進修方式需求 (一) 就「授課方式」而言，教師覺得最有效的方式依次為「講述式」、「討論式」、「教學觀摩」、「個案研討」、「工作坊」。 (二) 就「授課講師」而言，教師覺得最有效的授課講師依序為「實務工作者」、「資深教師」、「大學教授」、「教育行政人員」。 (三) 就「上課成員組成方式」而言，教師覺得最有效的上課成員組成方式依序為「領域核心課程共同上課，專門科目分科上課」、「單科教師單獨上課」、「不同科目教師合科上課」。 二、教師進修科目需求 (一) 領域核心課程部分以「社會學習領域概論」最感需要。 (二) 專門課程部分： 1. 歷史：台灣史、世界史、中國史、世界史概論、史學概論。 2. 地理：臺灣地理、氣候學、世界地理、地學通論、地形學。 3. 公民：經濟學、法學緒論、民法(一)、刑法(一)、社會學。 三、教師進修內容需求 (一) 在「課程設計」方面較需要的項目是教學活動設計、六大議題融入教學課程設計、領域統整課程設計以及領域教學計畫撰寫。 (二) 在「教學方法」方面較需要的項目是教學方法與教學創新、教學模式與教學技巧、資訊融入教學。 (三) 在「教學資源與研究」方面較需要的項目是教學相關軟體應用與資訊概論、教學檔案之建立、社區教學資源發掘與應用。 (四) 在「評量與評鑑」方面較需要的項目是瞭解學生個別差異與診斷學生學習困擾、多元評量實務設計、回饋學習者之技巧。 貳、教師領域教學進修成效 一、在「課程設計」方面較有成效的項目是教學活動設計、領域統整課程設計、領域教學計畫撰寫。 二、在「教學方法」方面較有成效的項目是教學方法與教學創新、教學模式與教學技巧、資訊融入教學。 三、在「教學資源與研究」方面較有成效的項目是教學檔案之建立、社區教學資源發掘、教學相關軟體應用與資訊概論、教師行動研究。 四、在「評量與評鑑」方面較有成效的項目是教學評鑑、課程評鑑、多元評量實務設計。 最後依據研究結論，本研究提出一些建議，作為未來繼續推動領域教學進修之參考。 關鍵字：社會領域、九年一貫課程、領域教學、在職進修、需求、成效 / The purpose of the study is to understand the needs and the effects of the teachers of social learning field in junior high schools for in-service education. In order to achieve this research, the survey employed self-administered questionnaires. Schools chosen for these questionnaires were sampled from Taipei county and Taipei city. Teachers of social learning field in the sampled schools were 390 persons for the questionnaires. The effected returns were 332. According to the returned data, statistics results by One-Way ANOVA and Turkey and Independent-Samples t test were drawn as the following conclusions: I、The needs of the teachers of social learning field: 1. The methods of the needs: (1). For instructional ways, teachers think the efficient ways in sequence are 「speaking」, 「discussing」,「teaching demonstration」, 「case studying」 and 「working shop」. (2). For instructors, teachers think the efficient instructors in sequence are 「experienced workers」, 「senior teachers」, 「university professors」 and「 educational administrators」. (3). For members in class, teachers think the efficient ways in order are the 「core curriculum together but specialized disciplines separately」, 「specialized disciplines separately」, 「all specialized disciplines together」. 2. The needs of the subjects: (1). For field core curriculum, teachers think 「social learning field generality」 is the most required subject. (2). For specialized disciplines： i. history：History of Taiwan，History of the World，History of Chinese，Introduction to History of the World，Introduction to History. ii. geography：Geography of Taiwan，Meteorology ，Geography of the World，Introduction to Geography，Geomorphology. iii. civics：Economics，Introduction to Law，Civil law，Criminal Law，Sociology. 3. The needs of contents: (1). For curriculum projects, the items are teaching activities design, six topics included in teaching curriculum design, field integrated curriculum design and field teaching plan writing. (2). For teaching methods, the items are teaching methods, teaching innovation, teaching models, teaching techniques and information technology used in teaching. (3). For resoures and research , the items are application of teaching related softwares and information technology , building teaching files and findings and applications of community teaching resources. (4). For assessment and evaluation, the items are understanding the differences of students and diagnosing problems of students learning, multi-assessment practical designs and feedback learners techniques. II、 The effects of the teachers of social learning field: 1. For curriculum projects, the items are teaching activities designs, field integrated curriculum designs and field teaching plan writing. 2. For teaching methods, the items are teaching methods, teaching innovation, teaching models, teaching techniques and information technology used in teaching. 3. For teaching resources and research, the items are teaching application softwares and information building teaching files and findings and applications of community teaching resources. 4. For assessment and evaluation, the items are teaching evaluation, curriculum evaluation and multi-assessment practical designs. Based on the conclusions of this research, there are some suggestions which will be the references for the social field learning in the future. Keywords：social learning field，1 - 9 curriculum，field teaching，in-service education，needs，effects.

本研究旨在了解國中英語教師對九年一貫課程之態度與實踐，以期了解基層英語教師如何看待九年一貫課程改革以及他們如何在教室中實施這套新課程。同時，本研究希望藉由國中英語教師對九年一貫課程之態度與實踐，再一次檢視九年一貫課程改革的現況。 本研究採取質的研究方法，以台北市2名公立國中英文教師為研究對象。研究過程採取觀察、訪談、文件分析等方式為主要資料蒐集來源。資料的涵蓋面向包含：(1) 教師對九年一貫課程之態度；(2) 教師對九年一貫英語課程之態度；(3) 教師對英語教科書之態度；(4) 考試及測驗對教師之影響；(5) 教師的教學技巧與能力；(6) 教師的專業發展。經由這些資料，本研究討論了三個與九年一貫相關的議題：(1) 教師的教學自主權；(2) 教師的專業發展；(3) 教科書的開放政策。 本研究並根據以上三個議題的討論結果，進一步提供相關建議，以作為教育行政單位、學校單位、國民中學英文領域教師及未來研究的參考。 / The purpose of this study is to present the results of junior high school EFL teachers’ attitudes toward Grade 1-9 Curriculum and their classroom practice. This study aims to reveal how junior high school EFL teachers view Grade 1-9 Curriculum and how they implement this new curriculum in their classrooms.This study also offers another chance to take a look at the current situation of the implementation of Grade 1-9 Curriculum. This study adopts a qualitative research method and selects two participant teachers in a well established junior high school to serve as cases which work for in-depth understanding of teachers’ attitudes and their classroom practice. In this case study, data-gathering methods include interview, observation, and document analysis. The collecting information is presented in six dimensions: (1) teachers’ attitudes toward Grade 1-9 Curriculum, (2) teachers’ attitudes toward Grade 1-9 English Curriculum, (3) teachers’ attitudes toward English textbooks, (4) the influence of examinations and tests on teaching, (5) teaching skills and abilities, and (6) teacher professional development. Based on the above information, this study discusses three concerns related to Grade 1-9 Curriculum: (1) teacher autonomy, (2) professionalism, and (3) the policy of liberation of textbooks. Finally, some pedagogical implications and suggestions stemmed from the previous discussions are proposed to serve as a reference for the central authority, school administrators, junior high school EFL teachers, and future research on Grade 1-9 Curriculum.

本質性個案研究目的在探討以國際教育網路社群IEARN進行專題導向式跨國互動EFL學習的英語教學設計。該學習方式與教學模式特性諸多符合九年一貫課程改革理念。然而，在國內文獻及研究顯示，極少英語教師進行專題式網路教學設計。本研究個案是國中兩名英語教師與其班導學生為期兩年半的跨國文化專題學習。從個案訪談與課室觀察中發現，資訊科技融入英語教學，教師具備高度科技能力並非必要考量，而是教學策略、班級經營、師生合作為首務。 依據個案進行專題式導向學習過程中所面臨的挑戰與完成的歷程，研究者對教師、學校主管、教育當局與社會提出建言，以求改善與進步。這項教學革新並非只是順應課程改革，更是為了發展學生全面的學習與實踐終身學習為目標。 / The purpose of this research is to understand the challenge of project-based telecommunication activities through the IEARN for EFL learning. The learning methods and teaching strategies of project-based learning (PBL) conform to the rationale of Grade 1-9 Curriculum reform. However, literature showed that very few EFL teachers became involved in PBL with information technology for instruction. This research, conducted as a case study in the qualitative methodology, describes how two junior high school English teachers and their homeroom students implemented PBL through international network and how they developed cross-culture awareness in half and two years. It was found that successful EFL learning infused with information technology relied much more on pedagogy, class management and teacher-student collaboration than on teacher's computer skills. Based on the challenges and implement revealed in the process of PBL through telecommunication activities, the researcher gave suggestions to teachers, school administrators, educational authority and community for further improvement. The instructional innovation not only met educational reform standards but also developed EFL students' holistic learning in a lifelong fashion.