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國民中學數學學習領域教師對實施九年一貫課程認知與態度之研究

By [[author]]陳初芳, [[author]]Chen Chu Fang, 陳初芳 and Chen Chu Fang

Abstract

[[abstract]]The purpose of the research was to investigate the junior high school mathematics teachers’ knowledge and attitudes toward the 1-9 Curriculum. Questionnaire survey was used. In the literature reviews section which constituted a theory background for this research, it discussed the 1-9 curriculum and the essence of mathematics learning, and the teachers’ knowledge and attitude toward the reform program. A “Survey of Junior High School Mathematics Teachers Perceptions of 1-9 Curriculum” was administered to a sample of 817 mathematics teachers form 141 junior schools across Taiwan selected from the northern, central, southern, and eastern areas(including island areas). 593 questionnaires were returned(i.e., 72.7% return rate). The data were analyzed using SPSS8.0 for Windows to perform description statistics, t test, and One-way ANOVA. The research obtained the following conclusions: ?. Aspect of knowledge: 1. The junior high school mathematics teachers’ knowledge toward 1-9 Curriculum was above the average. 2. The junior high school mathematics teachers’ knowledge toward the content of 1-9 Curriculum was above the average. 3.The knowledge of individual teachers to the content of 1-9 Curriculum were varied due to the locations of the schools, their job duties, ages, years of teaching, the total credits of training courses for the 1-9 Curriculum, the total credits of training courses for the Mathematics, if the subject is a member in the Curriculum Development Committee, and if the subject serves as the chair of the Committee. 4. The junior high school mathematics teachers’ knowledge toward the essence of mathematics learning was above the average. 5. The knowledge of individual teachers to the essence of mathematics, if the subject is a member in the Curriculum Development Committee, and if the subject serves as the chair of the Committee. ?. Aspect of attitude: 1. The junior high school Mathematics teachers hold more positive attitude toward the 1-9 Curriculum as its starting date is approaching. 2. The junior high school mathematics teachers are generally positive regarding the content of the 1-9 Curriculum. 3. Individual teachers have different response to the contents of the 1-9 Curriculum due to their ages, hob duties, and if the subject is a member in the Curriculum Development Committee. 4. The junior high school mathematics teachers are generally positive regarding the content of the mathematics learning. 5. The Teacher Education Program is one factor to affect the junior high school mathematics teacher’s attitude toward the mathematics learning. 6. The junior high school mathematics teachers hold positive belief toward the implementation of 1-9 Curriculum. 7. The belief of the junior high school mathematics teachers to the 1-9 Curriculum was varied by their ages, education background, credits the subject has taken from the Teacher Education Program, and the years of teaching. 8. The attitude of the junior high school mathematics teachers generally is less positive toward the climate of the education system. 9. The attitude of the junior high school mathematics teachers to the climate of the education system was varied by their position. Based on the research findings, several suggestions for future practice and research were made. Keywords: junior high school,Mathematics teacher,knowledge,attitudes,1-9 Curriculum

Topics: 國民中學教師, 數學教師, 認知, 態度, 九年一貫課程, junior high school, Mathematics teachers, knowledge, attitudes, 1-9 Curriculum, [[classification]]12
Year: 2010
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/13023
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