國民中學社會學習領域課程統整之評估研究—現職老師與行政人員的觀點

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Title:	國民中學社會學習領域課程統整之評估研究—現職老師與行政人員的觀點
Other Titles:	Curriculum Integration of Social Studies in the Junior High School - Perspective of Teachers and Administrative Staff
Authors:	劉怡欣 Liu, Yi-Sin
Contributors:	蕭乃沂 Naiyi Hsiao 東海大學行政管理暨政策學系
Keywords:	;九年一貫課程（Grade 1-9 Curriculum）;課程統整（Curriculum Integration）;統整課程（Integrated Curriculum）;社會判斷理論（Social Judgment Theory;稜鏡模型;SJT） Grade 1-9 Curriculum;Curriculum Integration;Integrated Curriculum;Social Judgment Theory (SJT);Lens Model
Date:	2005
Issue Date:	2011-05-19T08:03:56Z (UTC)
Abstract:	九年一貫課程政策是近年來我國最重大且最重要的教育變革之一，不過這幾年的推動卻不甚理想。不論是基層老師、家長或是一般大眾皆普遍認為九年一貫課程政策需作適當的調整。在民主社會中，任何一項公共政策皆須透過民眾的檢驗，因此，在評估九年一貫課程政策時，需加以考量並整合各方政策利害關係人的意見，利用多元的方式進行修正，所做出來的政策才能具有代表性且較可能被接受。依據社會判斷理論，人為主觀的言詞可能會和內心真正的想法產生矛盾與衝突，如此，對於政策修正上將可能造成阻礙。因此，本研究強調在相同基礎下，利用稜鏡模型的客觀架構，粹取各方政策利害關係人心中真正的想法，同時呈現各方政策利害關係人所關注的面向以及其可能發生衝突之處。本研究以國中階段社會學習領域為例，中部五縣市共四十五個學校的行政人員與現職老師為對象，透過稜鏡模型分析兩類政策利害關係人對於課程統整所持的主觀價值。研究結果顯示，整體而言，兩類政策利害關係人所關注的面向差異大，並且，其言詞與內心真正的想法確實產生歧異。再者，若將同類政策利害關係人做比較，則現職老師的主觀判斷差異性大過於行政人員。最後，若論及以地理、歷史、公民三科內容為主而設計的統整課程，則兩類政策利害關係人於時間因素上的協商將會是能否順利實施的關鍵因素，因為此面向可能導致兩者發生衝突；此所指的時間是社會學習領域老師們的備課與授課時間。此研究結果不僅可提供決策者瞭解兩類政策利害關係人對於課程統整所持的主觀價值，並可作為九年一貫課程政策修正時的參考依據；同時對後續政策利害關係人立場的衝突協商有重要的意義。 During these years, Grade 1-9 Curriculum has been one of the biggest and the most important change in Taiwan’s educational system. However, it has not worked very well. Teachers, parents, and the public commonly believe that Grade 1-9 Curriculum requires modest modifications. In a democratic society, any public policy has to be credited by people. As a result, when valuing the effectiveness of Grade 1-9 Curriculum, we need to take into consideration and compromise the opinions of policy stakeholders so that a more representative and acceptable policy can be achieved.Based on Social Judgment Theory (SJT), self-reported and estimated weights of policy stakeholders are usually different. Policy modification may be therefore frustrated. This study uses Lens Model to estimate policy stakeholders’ subjective preference and explicate the dimensions of their concern as well as potential contradiction.The empirical data is based on administrative staff and teachers on social studies in forty five junior high schools. The results show that, generally speaking, they are very different in the dimensions they concern about. Besides, their self-reported preference varies with estimated preference in the domain. Compared with policy stakeholders of the same kind, the difference in subjective judgment among teachers are even more obvious than that among administrative staff. Last, when it comes to the integrated curriculum of Geography, History, Civics and Virtue, “compromise of time,” the time needed for teaching preparation, between these two groups is the key factor for determining whether Grade 1-9 Curriculum can be implemented in practice. So essential is the domain that it may lead to contradictions between the two groups. The empirical study is useful not only to understand the subjective value of the policy stakeholders toward curriculum integration but also to serve as reference for modifying Grade 1-9 Curriculum. There is also important meaning for subsequent compromise among policy stakeholders.
Appears in Collections:	[行政管理暨政策學系所] 碩士論文

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