Research on Achievable Models and Relevant Problems of the Nine-Year Joint Curricula in Junior High Schools

• Main Authors: Chen Ming Jen, 陳明鎮
• Other Authors: Chiou Jaw-woei
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/36921029129927684330

博士 === 國立高雄師範大學 === 教育學系 === 90 === Abstract The research investigated the current situations, effects and relevant problems of the Nine-Year Joint Curricula in junior high schools and aimed to explore possible models for future implementation of the Nine-Year Joint Curricula in junior high schools. To achieve these purposes, the writer reviewed the literature related to the Nine-Year Joint Curricula as the theoretical foundations. Secondly, official documents were analyzed to evaluate the effects of implementation. Interviews with school administrators and teachers were held to understand the current situations. Furthermore, questionnaires were conducted to survey 558 teachers in seven curricula development committees. The findings of the research were as follows: 1.The implementation of the Nine-Year Joint Curricula was positively in preparation and in process. 2.Various in-service education programs were held to possess the understanding of the Nine-Year Joint Curricula. 3.The curriculum development organizations were well operated. 4.There was greater collaboration between teachers, while more team teaching should be encouraged. 5.Diversification in assessment was implemented gradually. 6.Curriculum design and development were based on ten basic abilities and school routine events. 7.School-based curriculum was of great importance. 8.Junior high school teachers lacked of confidence in related supporting strategies. 9.The recognition of the Nine-Year Joint Curricula was above average. 10.The effects of the trial implementation were deemed as “ satisfactory”. 11.Junior high school teachers were above average in the positive effects upon the implementation of the Nine-Year Joint Curricula. 12.Theoretically, goal-oriented model was the feasible pattern when implementing the Nine-Year Joint Curricula. 13.Practically, school-based model, thematic teaching model and intradisciplinary model were three achievable models in implementing the Nine-Year Joint Curricula. According to the findings, recommendations for the educational administration agencies, schools, teachers and future studies were proposed to maximize successful implementation and understanding of the Nine-Year Joint Curricula.