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| Title: | 我國綜合高中課程規劃與實施現況之研究 |
| Authors: | 呂昆娣 |
| Contributors: | 秦夢群
呂昆娣 |
| Keywords: | 綜合高中
課程規劃
課程實施
Comprehensive High School
Curriculum Planning
Curriculum Implementation |
| Date: | 2003 |
| Issue Date: | 2016-05-06 15:57:20 (UTC+8) |
| Abstract: | 本研究之主要研究目的在於探討我國綜合高中之課程規劃與實施之現況、相關問題及具體改進建議，包含綜合高中教育基本理念之相關問題、課程規劃之相關問題以及課程實施之相關問題三個部分。為達成上述研究目的，研究者採用文獻分析法以及問卷調查法；首先探討課程規劃與實施的理論基礎與相關研究； 接著探討我國辦理綜合高中的相關理論基礎與研究；之後分析美國、英國與我國綜合高中的沿革與發展現況；最後編制『我國綜合高中課程規劃與實施現況問題之分析研究問卷』，針對2003學年度接受教育部綜合高中輔導訪視150所學校進行調查研究；然後依問卷回收後分析之結果，建議我國綜合高中課程規劃與實施可行之改進途徑，以提供相關單位決策及後續之研究。
本研究之問卷調查對象以學程主任、學科召集人、承辦綜合高中業務之組長或教務主任以及輔導人員為母群體。首先在學校部分進行普查，而學校相關教師樣本之取得則採取隨機抽樣而來，共抽取150所學校，900位教師，回收有效樣本為530份，問卷資料處理採用SPSS10.0版進行統計分析。
據此，研究者係將本研究之調查結果發現與文獻探討發現作成結論如下：
一、綜合高中教育基本理念未能落實
(一)就編班方面來說：學校未能落實高一不分流及依意願分類編班。
(二)就開始教授專業科目的時間來說：有部分的學校未能在「高二上」實行，高一未進行性向試探及輔導，即開始教授專業科目。
(三)就規劃綜合高中課程的主體來說：部分學校未能透過「該科老師於教學研究會時參與討論」之後，經由「課發會」進行協調，再由校務會議通過後實行。
(四)就各類課程及各學程課程之規劃經何種會議討論通過方面來說：仍有學校相關人員對此議題不甚清楚。
(五)就一年級職業試探課程之實施方式方面來說：仍有學校「未開設」或直接教授專業科目。
(六)就『高一不分流』、『提供多元課程』、『學生適性選課』這幾方面來說：各校由於理念不清，學校在各面向均自覺已符合綜合高中相關精神。
(七)就二、三年級學生選課之方式來說：仍有學校抱持選學程不能選課的觀念。
二、綜合高中課程規劃之意見調查分析
(一)就校訂必修科目數為多少學分數來說：仍有學校理念不清，將校訂必修學分數視為學程概念或「不清楚」，甚而無校訂必修科目。
(二)課程規劃以升學導向為主：課程規劃仍有考試領導課程規劃的情形。
(三)就學校在修訂或調整綜合高中課程時的決定主體方面來說：仍有學校決定主體未能落實綜合高中相關理念。
(四)就課程發展委員會之成員方面來說：學校課程發展委員會的家長代表及學者代表比例仍低。
(五)就生涯規劃課程由誰擔任方面來說：學校仍有配課的情形產生，未能給予學生專業的輔導。
(六)就規劃空白課程之單位以及學生遇空白課程時，負責到班或活動地點的負責老師方面而言：學校多數以「教務處」為主。
三、綜合高中課程實施之意見調查分析
(一)就學生空白課程節數方面而言：學校對綜合高中的理念並不清楚，因此大部分學校並無空白課程的實施。
(二)就學生改選科目方面的主要程序方面而言：學校輔導機制並未落實。
(三)就學生課表中之科目包含哪些類而言：課程的實施仍受限於升學導向的限制。
(四)就一年級學生說明有關綜合高中理念與具體做法之方式而言：學校便宜行事，使效果不彰。
本研究根據文獻探討、調查研究發現與結論作成以下建議：
一、強化綜合高中教育基本理念
(一)宣導綜合高中理念
(二)正確瞭解空白課程及職業試探的意義
二、綜合高中課程規劃之意見調查分析
(一)課程之規劃本著學校本位課程之精神，除教師積極參與之外，宜增加學者專家、社區及家長之意見
(二)課程規劃時，增加學生課程選修空間
(三)輔導人員需加強瞭解課程之規劃，以利輔導
(四)規劃空白課程及職業試探課程
(五)除升學及檢定科目之外，宜兼重人文素養之科目
三、綜合高中課程實施之意見調查分析
(一)豐富空白課程之內容及職業試探的廣度
(二)處室之間密切合作
(三)接受教育改革挑戰，行政上不宜方便行事
The main purpose of this study was to explore the current situation, related issues and concrete suggestions of the curriculum planning and the curriculum implementation of Comprehensive High Schools in Taiwan. This study had three parts: the related issues of basic educational ideals of Comprehensive High Schools, the curriculum planning and the curriculum implementation. To achieve above-mentioned goal, the researcher adopted literature review and questionnaire survey as research methods. First, the theories and related researches of the curriculum planning and implementation were reviewed, and then the development and current situation of Comprehensive High Schools in America, England and Taiwan were discussed. Finally the researcher made “Current Problems Analysis of the Curriculum Planning and Implementation of Comprehensive High Schools in Taiwan Questionnaire” and took 150 schools interviewed and guided by the Ministry of Education in 2003 as samples to conduct the survey. According to the result of analyzing these questionnaires, suggestions of the improvement about Comprehensive High Schools in Taiwan were offered for related authorities` execution and the following researches.
The investigation took heads of programs, heads of subjects, the section chiefs or directors of academic affairs who are responsible for the affairs of the Comprehensive High School and the counselors. 900 teachers in 150 schools were randomly chosen as research samples and 530 valid copies were retrieved. The questionnaires were analyzed by conducting SPSS10.0 statistic software.
The conclusion according to the result of this survey and findings of literature review are as follows,
1.The Incomplete Implementation of Educational Ideals of Comprehensive High Schools
(1)Class Assignment：The implementation of integrating the academic and vocational programs for the first-grade students was incomplete and students were not grouped according their willing.
(2)The Beginning Time to Teach the Professional Subjects：Students didn’t learn the professional subjects in the first semester of their second-grade years but during their first-grade yeas without accepting the aptitude tests.
(3)The Subjectivity to Planning the Curriculum of Comprehensive High Schools：The implementation of the Curriculum didn’t follow the procedures of subject teachers’ discussion in the teaching committee, negotiation in the curriculum development committee and approval in the school affair conference.
(4)The Conferences to Discuss and Approve the Curriculum of Different Programs：Some school staff didn`t realize it clearly.
(5)The Implementation of the Occupation Exploration Curriculum for the First-grade Students：Some schools didn’t provide it or taught students the subjects directly.
(6)The Academic and Vocational Programs Integration during Students’ first year in High School, the Multiple Curriculum Offering and Adaptive Course Election：Schools had vague ideal and didn’t correspond to the spirits of the Comprehensive High School.
(7)Curriculum Election for the Second and Third-Grade Students：Students couldn’t elect courses but programs.
2.The Analysis of the Survey about the Curriculum Planning of the Comprehensive High School
(1)The Credits of the School Required Subjects：Some schools regarded the credits of school required subjects as the level of programs, ill-defined or not established.
(2)The Exam-oriented Curriculum Planning：The curriculum planning relied on the exams.
(3)The Subjectivity Deciding the Revision and Adjustment of the Curriculum of the Comprehensive High School：Some couldn’t put the ideal of Comprehensive High School into practice.
(4)The Members of the Curriculum Development Committee：The participation rate of the representatives of parents and scholars in the curriculum development committee was low.
(5)The Teachers Responsible for the Career Planning Curriculum：The career planning curricula were taught by teachers of different subjects and students didn`t accept the professional counseling and guidance.
(6)The Responsible Administration and Teachers of the Alternative Learning Period：The offices of academic affairs in schools were assigned.
3.The Analysis of the Survey about the Curriculum Implementation of the Comprehensive High School
(1)The Number of Students` Alternative Learning Periods：Most school didn’t provide the null learning periods.
(2)The Main Procedures of Students’ changing elective subjects：The counseling and guidance mechanism were not put into practice.
(3)The Dimensions of the Subjects：The implementation of the curriculum was confined to the exam-orientation.
(4)The Announcement to the First-grade students about the Ideal and Concrete Methods of the Comprehensive High School：The schools acted in haste and it turned out inefficiency.
Suggestions according to the literature review, findings of the survey and the conclusion are as follows,
1.Strengthening the ideals of the Comprehensive High School
(1) announcement of the ideal of the Comprehensive High School
(2) to realize the meanings of the alternative learning periods and the occupation exploration curriculum
2.The Analysis of the survey of the Curriculum Planning of the Comprehensive High School
(1)the curriculum planning according to the spirit of the school-based curriculum, teachers’ active participation and scholars, communities and parents’ suggestions adopted
(2)flexibility of students’ selecting the elective courses
(3)counselors’ deeper realization about the curriculum planning.
(4)planning the alternative learning periods and the occupation exploration curriculum
(5)emphasizing the subjects for the entrance examination, skill tests and humanities cultivation at the same time
3.The Analysis of the survey of the Curriculum Implementation of the Comprehensive High School
(1)enriching the content of the alternative learning periods and broadening the occupation exploration
(2)the close cooperation among offices in school
(3)taking the challenges of educational reform |
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| Description: | 碩士
國立政治大學
學校行政碩士在職專班
90911019 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0090911019 |
| Data Type: | thesis |
| Appears in Collections: | [學校行政碩士在職專班] 學位論文
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