The Study of the National Defense Teachers' Cognition and Attitude Toward New Curriculum Guidelines

• Main Authors: LIN, SHENG-LIANG, 林聖梁
• Other Authors: CHU, YAO-MING
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/nrq32a

碩士 === 國立高雄師範大學 === 工業科技教育學系 === 107 === The main purpose of this study is to explore the cognition and attitude of the national defense teachers of the high schools and vocational schools in Kaohsiung. In order to achieve the purpose of research, the questionnaire survey method was used to compile a questionnaire on "National Defence Teachers' Cognition and Attitudes towards New Curriculum". Through purpose sampling, a survey was conducted on the national defense teachers of high school in Kaohsiung to understand the national defense teachers. The level of cognition and attitude of the National Defense Education Program for the National Education for 12 years. The cognitive aspects include four dimensions: curriculum planning, curriculum implementation, professional growth and administrative support. The level of attitude includes two dimensions: evaluation response and behavioral intention. After the questionnaire was revised by expert validity, the overall questionnaire reliability was 0.971. A total of 285 questionnaires were distributed, 270 were collected, and invalid questionnaires were removed. A total of 269 valid questionnaires were collected with a recovery rate of 94%. The results of the study show that the awareness of the new curriculum for the national defense teachers in the Kaohsiung high schools is "moderate", with "course implementation" having the highest score and "administrative support" having the lowest score; teachers' attitude towards the 12-year curriculum is "high identity", in which "action intention" scores the highest and "evaluation response" scores the lowest. After relevant statistics, it is found that teachers have a highly significant positive correlation with the cognition and attitude of the curriculum. In the analysis of whether the cognition and attitude of the new curriculum differed in the teacher's background variables, it was found that the school categories, school attributes, job titles, and whether they had participated in the new curriculum study were significantly different. Among them, the administrative support cognition, the number of study, the supervisor's propaganda, and the teacher's self-improvement are relatively insufficient. Suggestions for the education administrative organs, schools, and national defense teachers can be strengthened to meet the preparations before the implementation of the new curriculum.