國民中小學九年一貫課程實施概況之調查研究

A Study of the Practice and Impact of the New 1-9 Curriculum

10.6249/SE.2007.58.4.02

游進年(Chin-Nien Yu)

九年－貫課程 ； 學校本位 ； 課程發展 ； 多元評量 ； Grade 1-9 Curriculum ； school-based ； curriculum development ； alternative evaluations

中等教育

58卷4期（2007 / 08 / 01）

48 - 71

繁體中文

國民中小學九年一貫課程自民國91年全面實施之後，其實施成效與預期目標達成的情形，及其在鉅觀與微觀層面面臨那些有待解決的問題，在在值得深入探討。本研究旨在探討國民中小學九年一貫課程的實施概況，包括精神與特色、課程組織與運作、課程發展與實施、領域教學與多元評量等五個層面，及其對學校親師生可能的影響。 本研究以臺北縣市、基隆與宜蘭縣為研究對象，探用半結構訪談與問卷調查進行資料之蒐集，以立意抽樣方式抽取臺北縣市八位中小學教師為訪談調查樣本，並抽取前述四縣市八所國民中小學178位教師為問卷調查樣本，針對九年一貫實施的相關情形與問題進行研究，並將所得之訪談與問卷調查所得資料略做比較分析，以了解受試者對各校前述五個層面內涵的達成情形，以及所面臨的問題。 研究發現前述五個層面達成程度高排行依序為：課程發展與實施、領域教學與多元評量、課程組織與運作、對學校親師生可能的影響與精神與特色；針對各個層面的實施受訪者亦提出包括國民中學學校本位課程發展因學生升學高中的考試壓力，無法有效實踐；但國民小學雖有較大發揮空間，惟亦受校長領導能力與意願，以及整體教師專業知能和參與意願等影響等問題。本研究針對這些問題試圖提出「審慎評估修改國中學生基本學力測驗的實施與結果的運用」等九項建議以為參考。

The promotion and implementation, since 2002, of the New 1-9 Curriculum is one of the most important educational reforms in Taiwan in recent years. This curriculum comprises seven major categories of learning, in order to offer students a complete ”knowledge map” and enhance their creativity. However, the new curriculum has been very controversial. This article explores the impact of the new curriculum on teachers, students and their parents, but also on school goals and characteristics, school-based curriculum development committees, curriculum development and implementation, category instruction and alternative forms of evaluation.? The subjects of the study included both high school teachers and their counterparts in elementary schools in Taipei city, Taipei county, Keelung city and Yilan county. Both in-depth interviews and questionnaire survey methods were used to collect the pertinent data through purposive sampling. Eight elementary and high school teachers from Taipei city and county were interviewed, and 178 teachers from eight schools in Taipei city and county answered questions on a questionnaire, giving their points of view on what has changed in their schools after the implementation of the New 1-9 curriculum. According to the results, the greatest impact has been on curriculum development; the smallest impact was on school goals and characteristics. It was widely thought that several problems needed to be solved, including that of the difference between junior high and elementary schools in terms of the preparation of their highest-grade students for the next academic stage. Nine strategies were proposed as possible solutions to the main problems.

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