| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 93 === The purposes of this study are:
1. Understanding the situation of the junior high school Mathematics Learning Area teachers’ comprehension and appraisal toward “School Course Plan and Impetus”.
2. Investigating the situation of the junior high school Mathematics Learning Area teachers’ comprehension and appraisal toward “Implement of Mathematics Learning Area”.
3. Arranging the results, offering the information to the educational competent authority and administrative unit of the school, as a reference of policy making, policy amending, teaching strategy making of Mathematics teachers and relevant research.
The study adopts questionnaire investigation, the population is based on the Mathematics teachers in public junior high school in Taiwan. Its tool is self-made “the questionnaire of implementation conditions of the curriculum guidelines of mathematics learning area in junior high school”.
The study is analyzed by SPSS 8.01 for Windows, and the outcome is presented below:
1. The junior high school Mathematics Learning Area teachers’ comprehension and appraisal in all aspects toward the implement of Mathematics Learning Area :
(1) The junior high school Mathematics Learning Area teachers are inclined to reach consistent agreement toward “school course plan and impetus”. But in the three aspects: “course plan”, “course practice” and “accessory practice”, they have the highest identification toward “course practice”, and the lowest one is “accessory practice”
(2) The junior high school Mathematics Learning Area teachers are inclined to reach consistent agreement toward “Practice of Mathematics Learning Area”. they have the highest identification toward “teaching concept”, and the lowest one is “teaching practice”.
2. The outcome of different background variable Mathematics teachers’ appraisal toward “the Assessment of School Course Plan and Impetus” and “the Assessment of Implement of Mathematics Learning Area”:
(1) The situation of comprehension and appraisal toward “School Course Plan and Impetus”:
There is marked difference considering the administrative district where the schools located. But there are no marked differences considering the gender, the number of classes, the best educational background, teaching seniority, graduating from the pre-vocational training education institution, and the subjects they teach or match.
(2) The situation of comprehension and appraisal toward “Implement of Mathematics Learning Area”:
There are marked differences considering the administrative district where the schools located, the pre-vocational education institution where they receive the training, compiling the supplementary materials or not, and working as a member of the Committee of School Development or not. But there are no marked differences considering the gender, the number of classes, the best educational background, teaching seniority, and the subjects they teach or match.
Based on the research conclusions, concrete suggestions for educational practice and future research are submitted in the last sections.
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