The purpose of the study is to investigate factors of 7th graders learning attitude in mathematics. According to the result of this study, the research provides some suggestions for the education authorities, the schools and future study. The approaches used in this research are Questionnaire on Mathematics Learning Attitude. 168 7th graders were randomly sampled at a Junior High School in Kaohsiung City. The feedback undergoes a descriptive statistics, two-sample independent Student t test, Pearson Correlation among other statistical methods. The following are conclusions of the research: 1. Factors of influencing 7th graders Attitude in Mathematics are the following eight elements. They are confidence of learning, influence of teachers, concept about value of mathematics, influence of the art of teaching, efficacy of self-learning, effect of learning, pressure of learning, and fearlessness. 2. Confidence of learning, influence of teachers, concept about value of mathematics, efficacy of self-learning, effect of learning, fearlessness, and grades in mathematics have moderate related. 3. Concept about value of mathematics, effect of learning, influence of teachers, efficacy of self-learning, fearlessness, confidence of learning demonstrate significantly different degrees of respect on students whose grades between above 70 and under 70. 4. Confidence of learning, influence of teachers, concept about value of mathematics, efficacy of self-learning, effect of learning, fearlessness can forecast learning grades in mathematics. Ultimately, based up on the above findings, the researcher of this study proposed 3 suggestions for the authorities concerned and official staffs.

本研究之研究目的在探討九年一貫課程實施後，地方政府在此一政策執行過程中的角色與功能，主要包括：1.探討地方政府執行九年一貫課程政策之執行條件；2.分析九年一貫課程政策執行組織(地方教育主管機關)之執行情形；3.瞭解九年一貫課程政策標的團體(國民中小學)之執行情形；4.探析九年一貫課程政策執行之成效與影響因素。 本研究採取問卷調查與深度訪談法。問卷調查對象為地方政府參與九年一貫課程政策執行工作之相關人員，有效樣本為417人，研究工具為自編之「地方政府執行九年一貫課程政策調查問卷」，使用之統計方法包括皮爾森積差相關、單因子變異數分析、t考驗及多元逐步回歸分析。訪談對象則立意選取教育部行政人員、地方政府教育局人員、國民中小學校長共6人。 本研究的主要結果如下： 一、九年一貫課程政策執行條件之分析：1.政策的推動時程規劃不夠充裕，2.課程內涵結構意見分歧，3.增加學校彈性自主空間受肯定，4.政策推動人力資源不足，5.教育部經費資源投入有待提升，6.行政配套措施有待改善。 二、執行組織執行情形之分析：1.地方政府執行人力及經費不足影響推動成效，2.地方政府課程政策執行組織具有代表性，3.地方政府課程政策規畫良好，4.地方政府執行課程政策配套措施有待繼續努力，5.地方政府辦理之教師研習具有成效，6.地方政府執行人員瞭解課程內涵及相關法令規章，7.地方政府執行組織主管瞭解九年一貫課程政策，8.地方政府課程推動組織能促進課程政策的落實，9.地方政府課程輔導團能夠協助教師成長。 三、標的團體執行情形之分析：1.學校執行課程政策之人力及經費不充裕，2.社區資源投入不充足，3.學校執行課程政策之組織具有代表性，4.學校課程發展委員會運作正常但實質功能不大，5.學習領域小組運作良好，6.學校辦理之研習能協助教師專業成長，7.校長尚能發揮課程領導，協助課程政策執行，8.學校人員皆相當瞭解九年一貫課程內涵與法令規章。 四、政策執行成效之分析：1.教師具備良好的選擇教材能力，2.教師教材編輯能力尚稱良好，3.教師課程統整能力尚稱良好，4.教師具備多元評量的能力，5.教師多具協同教學能力但未廣泛運用，6.教師行動研究能力尚待提升。 五、標的團體執行情形是影響九年一貫課程政策執行成效之主要因素。 依據上述研究結果，提出對中央主管教育行政機關、地方政府、國民中小學及未來研究之建議。 / This study attempts to investigate the role and function our local government play during and after the Nine-year Integrated Curriculum policy. The study means to discuss several key concepts including implemental conditions and status quo of the local government and related organizations such as the local educational authorities, the junior high and elementary schools. The concrete effects and main influential factors are explored as well. Questionnaire survey and interview are adopted in this research. A total of 417 samples were adopted. Pearson product-moment correlation, t-test, one-way ANOVA, and multivariate regression were used to analyze the data from the questionnaires. Besides, 6 determined interviewees including Ministry of Education officials, administrators in the local educational authorities, present of school. The significant results and findings are listed as follows: 1. Implemental conditions and status quo of the Nine-year Integrated Curriculum policy: (1) The implemental timing of the curriculum policy was not planned well. (2) The content structure of the curriculum was divided and incomplete. (3) The idea to increase school’s flexibility and autonomy is approved. (4) Source and efforts involved are not sufficiently enough. (5) Governmental annual budgets should be reorganized and audited. (6) Related policy and measures should be reconsidered. 2. Implemental efforts and effects of local government: (1) The effects are reduced because of the insufficient on manpower and budget. (2) The chosen local implemental organizations are representable. (3) The curriculum planning is fine. (4) More related measures should be added to make the curriculum policy complete. (5) The effect of teachers’ retraining program is efficient. (6) The individual personnel on local government understand policy content and laws well. (7) The every authority on local government realizes Nine-year Integrated Curriculum policy well. (8) A powerful organization can push and enforce the accomplishment on curriculum policy. (9) Local curriculum group will guide and provide assistance to teachers, which will be helpful to teacher growth. 3. Implemental conditions of the junior high and elementary schools: (1) The involved manpower and budget are insufficient. (2) The community resources are not completely involved. (3) The organizations chosen to implement the curriculum policy at every school are representable. (4) The Committee of School Curriculum Development is workable but not functional essentially (5) The operation of Learning Areas Team works out. (6) The training programs every school launch will provide aid to teachers and so as to a better teacher growth. (7) Principal plays a leading role to smooth the curriculum policy implementation. (8) The individual personnel at school understand every policy content and laws well. 4. Effects on Policy: (1) Teachers mostly own the ability to make professional decisions on materials. (2) Teachers own enough ability to edit and organize materials. (3) Teachers own the ability to make curriculum integrated. (4) Teachers own the ability to do multi-evaluation. (5) Teachers mostly own ability to do co-teaching, but such method is not adopted broadly. (6) Teacher’s ability to participate action research should be trained and promoted. 5. The fundamental factor to influence the effect and success of the Nine-year Curriculum Policy is the indeed implementation of the every targeted school. Base upon the results mentioned above, several suggestions are made to the authority concerned, local government, and schools at every level. Several research directions are recommends and proposed.

教科書為老師及學生在課堂中學習英語的一個主要依據，所以教科書的內容和活動設計都會直接影響教學過程的進行方式和學生的學習狀況。本論文針對現行國民中學英語教科書中的口說活動進行探討，比較其中兩家出版社所出版的英語教科書如何設計口說活動及相關練習。本論文將教科書中的口說練習活動分別依照(1)活動類型、(2)溝通前之練習(pre-communicative activities)/溝通式活動(communicative activities)及(3)溝通程度(communicativeness)作分析，然後進一步去討論該活動設計是否符合九年一貫課程綱要中所敘述的方向準則。 根據資料分析結果，兩套教科書所採用的活動類型與進行方式相當類似，且集中在發音、句型練習、對話三種活動類型；所採用的口說活動類型中，以「在溝通前之練習」為主，「溝通式活動」則是相對少了很多；在溝通程度的分佈上，也都是以Category 4 (new information being transferred)和Category 6 (no information being processed)為主要。整體而言，此兩套教科書的活動設計不夠符合溝通式教學法的精神，在口說練習活動的設計上，雖然提供學生開口練習的機會，可惜份量不多，並且常缺乏語境，仍偏重傳統結構式的教學法，藉由反覆練習讓學生熟記文法句型。此與九年一貫課程綱要中所敘述之相關口說能力的準則相比較，仍有值得思考再進一步改善的空間。 / In the language classroom, textbooks are the primary resources which teachers and students rely on, so the content and the activity design would have direct influence on how the teaching/learning process proceeding. The present study analyzes speaking activities in two sets of English textbooks, trying to evaluate how they design the speaking activities and what similarities and differences are found between these two sets. These speaking activities are investigated from the perspectives of activity types, pre-communicative and communicative activities, and communicativeness, and then are discussed and evaluated based on the Nine-year Integrated Curriculum Guidelines. According to the results, it is found that both two sets of textbooks apply similar types of speaking activities, where pronunciation, drills, and dialogue are used most. Moreover, most of these activities are pre-communicative and fall into Category 4 (new information being transferred) and Category 6 (no information being processed). Overall, the design of speaking activities is not communicative enough. Although both sets try to provide more opportunities for students’ verbal practice, the proportion is not high, and meaningful contexts are usually ignored. Furthermore, the structural method is emphasized, using repetition and memorization as main techniques for language teaching and learning. Finally, with regard to the Nine-year Integrated Curriculum Guidelines, it seems that activities in the textbooks are not closely in compliance with the guidelines for the large proportion of less communicative activities. Also, definitions of each guideline are not precise or clear enough, and this situation results in influences on how textbook writers realize and interpret these guidelines, and how they design the activities.

本研究旨在調查九年一貫課程實施後，台北縣市國中英語教科書的使用現況及國中英語教師對這些教材的意見。 　　本研究主要探討的為：(1)國中英語教師選用新版教科書時所強調的標準,（2)各校英語教科書的評選委員與評選程序，(3)國中英語教師對新版英語教科書的滿意度與意見，包括學生習作與教師手冊，(4)更換教科書的原因與結果。 　　研究對象為五十七所國中的兩百五十三位英語教師。根據問卷調查，目前台北縣市的國中英語教科書有六個版本。 　　根據資料分析，得到以下主要的發現: 1. 在選教材時，英語教師所秉持的標準依序為合乎課程標準，教材內容，主題多元性，字彙數量，活動設計，插圖，版面，教師手冊，出版商的售後服務、聲望，教科書的第一印象，出版商為教師舉辦的研習，作者的學識等。 2. 各校的評選委員主要由英文老師組成，大多數學校評選教科書的程序為瀏覽各版本教科書，邀請出版商舉辦說明會，及舉行評選會議 。 3. 根據本研究所收集的資料顯示，大多數教師普遍上皆滿意九年一貫課程的新版教科書，但約有一半的教師認為內容太多、太難是他們所遭遇到的最大問題。 4. 根據所收集的資料顯示，有五所學校在第二學期更改教科書。教師們對第一學期所用的教科書不滿意的主要原因為教材內容非常難，內容組織不佳，及課與課之間缺乏連貫性。在更換新教科書後，大部分教師發覺之前教材所衍生的問題都解決了。因此大多數教師在更改教科書後覺得較滿意。 / This study aims to survey English textbook selection of junior high schools in Taipei City and Taipei County after the implementation of the Nine-year Integrated Curriculum and explore English teachers' opinions of these textbooks. This study focuses on the following issues: (1) the criteria highlighted by English teachers when evaluating the new textbooks, (2) the committees and the procedure of English textbook selection in each school, (3) the junior high school English teachers' satisfaction with and opinions about the contents of the new teaching materials, including students’ workbooks and teachers' manuals, (4)the reasons for teachers’ changing textbooks and its consequences. The recruited subjects are 253 junior high school English teachers from 57 schools. According to the questionnaires, there are 6 versions of textbooks used in junior high schools in Taipei City and Taipei County. After data analysis, the main findings are obtained as follows: 1.The criteria highlighted by English teachers when selecting the new textbooks are the correspondence to the curriculum standards, the contents, and a variety of themes. Considered important in sequence to the teachers who responded are the amount of vocabulary, the design of activities, the illustrations, the layout, the content of the teacher’s manual, and the level of service offered by the publisher, the publisher’s reputation, the first impression of the textbook, workshops provided for teachers by a publisher and the expertise of authors. 2.The selection committee in each school is mainly composed of the English teachers and the selection of English textbooks in most schools are done in the procedure of reviewing textbooks, inviting publishers to present their textbooks, and holding selection meetings. 3.According to the questionnaires collected in this study, most teachers were generally satisfied with the new textbooks developed for the Nine-year Integrated Curriculum. The most obvious problem with these new textbooks, according to the questionnaires, is that about half of the English teachers' dissatisfication with too much and too difficult content in the material. 4.Based on the questionnaires, five of the schools change textbooks in the second semester. The main reasons for the dissatisfaction with the first semester textbooks are that the textbooks are overly difficult, poorly organized, and lacking in continuity between lessons. After changing to new textbooks, most teachers find that the problems are solved. Therefore, most teachers are more satisfied after changing the textbooks.

九年一貫課程實施以來，國小英語教育起初由五年級開始進行，許多國小英語教材陸續送審上市；三年後改由國小三年級開始實施正式英語教學後，各出版社無不積極改編、增編教科書以因應政策之改變，也因此，舉凡國內或進口之英語教材，版本相當繁多。 本研究旨在調查台灣現行國小英語教科書之使用現況、國小英語教師使用這些教材後的評鑑與建議以及國小英語教科書之選用情形。首先以問卷及訪談調查法針對全國國小英語教師進行研究，從而了解國小英語教師使用教材的意見；主要探討的為: (1) 國小英語教師對所使用之英語教材在整體方面、課本、習作、教師手冊以及輔助教具等五大部分進行評析；(2) 國小英語教師使用教材時之困難與建議；(3) 國小英語教科書之選用狀況。 研究對象為全國共兩百三十九位英語教師，根據問卷調查以及訪談結果所做的資料分析，得到以下主要的發現: 1.英語教師對於所使用之審定版教材，整體看來各版本之間並無顯著之 差異。而針對教材之課本內容，翰林版本教材在「字彙透過有意義、 真實的情境加以介紹及練習」該項目之評析結果優於康軒版，而另兩 版之教材在此評比項目無顯著之表現。 2.不論是何版本，大多數英語教師不滿意於學生習作與教師手冊。 3.大多數英語教師不論在使用何種版本教材，所遇到之最大之困難在於學 生英語程度差異太大。 4.對於選用教材所秉持之各項標準，英語教師們認為其重要性依序為出版 社服務態度、教材主題多樣性、活動設計、符合課程綱要及其編輯理 念、字彙量之多寡、文法之難易、出版社之規模與信譽、教師手冊以及 出版社是否舉辦教師研習及師訓活動。 5.各校英語教科書評選委員主要由英文老師組成，然而大多數學校評選教 科書時並未採用任何評選指標。 6.評選流程大致為瀏覽各版本教科書、邀請出版商舉辦說明會以及英語教 師評選之會議。 / Since 2001 when English education was introduced into elementary schools, all the publishers in Taiwan have been required to compile the appropriate textbooks for the elementary school students in a very short time. As a result, there are a great variety of teaching materials available on the market. Thus, textbook selection becomes crucial for elementary schools. In response to this situation, this study aims to survey teachers’ evaluation and selection of the elementary English textbooks by using questionnaires and conducting interviews. The study focuses mainly on the following issues: (1) teachers’ evaluation of the elementary English textbooks, including students’ books, workbooks, teachers’ manuals and the teaching aids,(2) problems teachers encounter when using those textbooks, and (3) the selection of the textbooks. The subjects are 239 elementary English teachers across Taiwan. In the survey, four versions of textbooks are observed, compared and evaluated by the respondents of the questionnaires. After data analysis, the main findings are obtained as follows: 1. Among the four textbooks in use, there is no significant difference between each version in 　　　 overall evaluation, except that the content of the textbook published by Hanlin is superior to that published by Kang Hsuan in terms of providing the meaningful and realistic learning situation in vocabulary learning and practices. 2. Most English teachers are dissatisfied with the students’ workbook and teacher’s manual. 3. A great diversity of students’ English proficiency levels is the greatest problem teachers encountered when using all those textbooks. 4. The service and attitude of the publishers is seen as the most important criterion for selecting the materials. 5. In most schools, textbooks are selected mainly by English teachers, but no checklists or criteria are used in selecting the textbooks. 6. The common procedure of selecting the textbook is a browse of the materials, an introduction seminar held by the publishers, and then a meeting for the decision of textbook selection.