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.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0087152514 |
| Creators | 張清良 |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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