Article thumbnail
Location of Repository

[[alternative]]A Study on the Junior High School Integrative Activity Teachers’ Knowledge and Attitudes toward the Grade 1-9 Coherent Curriculum

By [[author]]曾文龍, [[author]]Wen Long Tzen, 曾文龍 and Wen Long Tzen

Abstract

[[abstract]]The main purpose of the research was to understand junior high school Integrative Activity teachers’ cognition and attitudes toward the Grade 1~9 Coherent Curriculum. Questionnaire survey and focus groups interviews were used. In the literature reviews section which constituted a theory background for this research, it discussed the 1-9 curriculum and the essence of Integrative Activity learning, and the teachers’ knowledge and attitude toward the reform program. In terms of the questionnaire, we composed the “Survey Questionnaire on Junior High School Integrative Activity Teachers’ Cognition and Attitudes Toward the Grade 1~9 Coherent Curriculum” as our survey tool. Our formal survey questionnaire respondents were 800 Integrative Activity teachers from 141 junior high schools across Taiwan selected from the northern, central, southern, eastern, and off-island regions. 446questionnaires were returned(i.e.,55.8% return rate).The data was analyzed used SPSS 8.0 for Windows to perform description statistics, independent-sample t-test, one-way independent-sample ANOVA, and Scheffe’s post-hoc comparison. Based on the findings, the research obtained the following conclusions: 1)Aspect of cognition: The purpose of the research on aspect of cognition was to understand the junior high school Integrative Activity Teachers’ Cognition toward the following two sections:(1)The content of the Grade 1-9 Coherent Curriculum Framework(2)The content of the Integrative Activity course. a)The junior high school Integrative Activity teachers’ cognition toward the Grade 1~9 Coherent Curriculum appeared on“understanding for the most part.” and “complete understanding.” b)Integrative Activity teachers’ cognition toward the content of the Integrative Activity course lay between “understanding for the most part” and “complete understanding.” c)The cognition of individual teachers to the content of 1-9 Curriculum had a large variety due to the locations of the schools, the school year of field-testing,ages,the highest record of formal schooling, years of teaching, their job duties, if the subject is a member in the Curriculum Development Committee, if the subject serves as the chair of the Committee, and the total credits of training courses for the 1-9 Coherent Curriculum. d)The cognition of individual teachers toward the content of the Integrative Activity course were varied due to the locations of the schools, the school year of field-testing, ages,the highest record of formal schooling, years of teaching,their job duties ,if the subject is a member in the Curriculum Development Committee, if the subject serves as the chair of the Committee, the course of teaching and the total credits of training courses for the 1-9 Coherent Curriculum. 2)Aspect of Attitudes: The purpose of the research on aspect of attitudes was to understand the junior high school Integrative Activity Teachers’ Attitudes toward the following three sections: (1)Curriculum reform(2)The belief of teachers(3)The circumstance of the education system. a)The junior high school Integrative Activity teachers hold more positive attitude toward the 1-9 Coherent Curriculum Reform. b)The junior high school Integrative Activity teachers’ cognition toward the Grade 1~9 Coherent Curriculum draw the conclusion between “disagreement and agreement”. c)Teachers have different responses to the contents of the 1- 9 Curriculum due to the number of classes and the course of teaching. d)The junior high school Integrative Activity teachers are generally positive regarding the content of Integrative Activity learning. e)The attitude of the junior high school Integrative Activity teachers toward the Integrative Activity course have great variety due to the locations of the schools, heir job duties , if the subject is a member in the Curriculum Development Committee, if the subject serves as the chair of the Committee, the course of teaching and the total credits of training courses for the 1-9 Coherent Curriculum. f)The junior high school Integrative Activity teachers hold extremely positive belief towardthe Grade 1~9 Coherent Curriculum g)he belief of the junior high school Integrative Activity teachers toward the Grade 1-9 Coherent Curriculum was varied based on the school year of field-testing, ages, years of teaching, their job duties , the course of teaching and the total credits of training courses for the 1-9 Coherent Curriculum. h)The junior high school Integrative Activity teachers’ cognition toward the climate of the education system draw the conclusion between “disagreement andagreement”. i)The locations of the schools, the school year of field- testing, if the subject serves as the chair of the Committee and the total credits of training courses for the 1-9 Coherent Curriculum,” etc. The factors such as affected Integrative Activity teachers’ attitudes toward the circumstance of the education system. Based on the research conclusions, several suggestions for in-service seminars in the future are made in the last sections.

Topics: 九年一貫課程, 綜合活動學習領域, 課程改革, 教師之認知與態度, The Grade 1-9 Coherent Curriculum, Integrative Activity course, Curriculum Reform, Teachers, cognition and attitudes, [[classification]]12
Year: 2010
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/13038
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • http://ir.lib.ntnu.edu.tw/ir/h... (external link)
  • Suggested articles


    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.