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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/33420

    Title: 國中英語教師對九年一貫課程之態度與實踐
    Authors: 周柏雯
    Contributors: 招靜琪
    Keywords: 九年一貫課程
    Grade 1-9 Curriculum
    teachers' attitudes
    Academic Attainment Testing
    teacher autonomy
    teachers’ professionalism
    the policy of liberation of textbooks
    Date: 2004
    Issue Date: 2009-09-17 16:33:03 (UTC+8)
    Abstract: 本研究旨在了解國中英語教師對九年一貫課程之態度與實踐,以期了解基層英語教師如何看待九年一貫課程改革以及他們如何在教室中實施這套新課程。同時,本研究希望藉由國中英語教師對九年一貫課程之態度與實踐,再一次檢視九年一貫課程改革的現況。
    本研究採取質的研究方法,以台北市2名公立國中英文教師為研究對象。研究過程採取觀察、訪談、文件分析等方式為主要資料蒐集來源。資料的涵蓋面向包含:(1) 教師對九年一貫課程之態度;(2) 教師對九年一貫英語課程之態度;(3) 教師對英語教科書之態度;(4) 考試及測驗對教師之影響;(5) 教師的教學技巧與能力;(6) 教師的專業發展。經由這些資料,本研究討論了三個與九年一貫相關的議題:(1) 教師的教學自主權;(2) 教師的專業發展;(3) 教科書的開放政策。
    The purpose of this study is to present the results of junior high school EFL teachers’ attitudes toward Grade 1-9 Curriculum and their classroom practice. This study aims to reveal how junior high school EFL teachers view Grade 1-9 Curriculum and how they implement this new curriculum in their classrooms.This study also offers another chance to take a look at the current situation of the implementation of Grade 1-9 Curriculum.
    This study adopts a qualitative research method and selects two participant teachers in a well established junior high school to serve as cases which work for in-depth understanding of teachers’ attitudes and their classroom practice. In this case study, data-gathering methods include interview, observation, and document analysis. The collecting information is presented in six dimensions: (1) teachers’ attitudes toward Grade 1-9 Curriculum, (2) teachers’ attitudes toward Grade 1-9 English Curriculum, (3) teachers’ attitudes toward English textbooks, (4) the influence of examinations and tests on teaching, (5) teaching skills and abilities, and (6) teacher professional development. Based on the above information, this study discusses three concerns related to Grade 1-9 Curriculum: (1) teacher autonomy, (2) professionalism, and (3) the policy of liberation of textbooks.
    Finally, some pedagogical implications and suggestions stemmed from the previous discussions are proposed to serve as a reference for the central authority, school administrators, junior high school EFL teachers, and future research on Grade 1-9 Curriculum.
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