| Summary: | 碩士 === 國立新竹教育大學 === 人資處數學教育碩士班 === 94 === Abstract
From the perspective of elementary school teachers, this study tried to reveal their criticisms since Grade 1-9 Curriculum Guildlines have carried out for four years. A questionnaire was designed which aimed at five facets: the underlined beliefs of the guideline, the qualities of the guideline and textbooks, the practicability of using diverse measurements, the interconnections between different grades, the difficulty to enforce the Grade 1-9 Curriculum Reform. Questionnaire survey and quota sampling were employed in the study. From 120 elementary school in Miaoli County, 410 teachers were selected to be the sample in the study and the rate of return was 85% of the originally identified sample.
The major findings of the study are as follows: (1) They do strongly skepticism that the guidelines can promote studnets’ mathematical abilities. Besides mathematical knowledge and concetps, they contend that the ability of arithmetic should also be equally weighted in the guildelines. (2) Teachers think that the qualified abilities to fulfill the guideline are too low. By the way, designs of textbooks are not user-friendly. And the worst is that they cannot promise to follow the cognitive development of our pupils. (3) Although many teachers have positive attitude toward the validity of measuring students’ abilities by diverse methods, it has many difficults to accomplish under current circumstance. (4) Almost all teachers confront difficults in teaching whenever learning materials lack of interconnections among different editions of textbooks or different versions of curricula. (5) During the advocate of Grade 1-9 Curriculum Reform, only few teachers consider that they possess enough professional knowledge. On the contrary, they claim that their working are overload and the goverment administrators did not provide sufficient supplementary.
Keyword: Elementary school teacher, Grade 1-9 Curriculum Guildlines, Mathematic.
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