九年一貫課程政策影響教師專業自主權之研究
A Study of the Influence of the Nine-year-integrated-curriculum Policy on Teachers' Professional Autonomy
- 關鍵字：
- 自主權、切割性、個人化、保守性 / Autonomy、Segmentation、Individualization、Conservatism
第四十八輯．第二期 - 2002-06-30
原住民學童學習式態的特質--花蓮縣秀林鄉泰雅族學童之探討譚光鼎、林明芳
Traits of Learning Styles of Aboriginal Children--A Study on Atayal Children in Hualien CountyKuang-Ding Tan Ming-Fang Lin
從福特主義到後福特主義及其對高等教育課程之影響 戴曉霞
From Fordism to Post-Fordism: Beyond the Change of Production Mode and Its Impact on Higher Education CurriculumHsiou-Hsia Tai
九年一貫課程政策影響教師專業自主權之研究 姜添輝
A Study of the Influence of the Nine-year-integrated-curriculum Policy on Teachers' Professional AutonomyTien-Hui Chiang
我國中小學教師在職進修制度規劃之研究楊深坑、楊銀興、周蓮清、黃淑玲、黃嘉莉
Towards the Institutionalization of In-service Education for Teachers in Taiwan, R.O.C.Shen-Keng Yang* Yin-Hsin Yang** Lian-Ching Chou*** Shu-Ling Huang****Jia-Li Huang
學校推動知識管理方案之建構吳清山、黃旭鈞
Constructing Knowledge Management Programs for SchoolsChin-Shan Wu* Hsu-Chun Huang
學校本位管理的實施與困境謝文全
The Implementation and Difficulties of School-Based ManagementWen-Chyuan Hsieh
- 摘要
- 英文摘要
- 參考文獻
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延續專業自主權重要性的觀點，本文從九年一貫課程政策影響教學事務的角度切入，試圖進一步探究教師在實際情境如何運用專業自主權，以及教師所展現的行為特徵。訪談證據顯示出此一政策明顯提升教師的專業自主權，然而卻面臨一些結構性的限制，諸如教學事務的「瑣碎性」、時間不足與家長干涉等。另外，教師本身的「個人化」與「保守性」行為亦產生另一層的限制，儘管在教改壓力下，這些行為特性已有所改變，但是本質上呈現高度的被迫性而非自發性。
Responding to the concept of professional autonomy， one of principal the purposes of this study is designed to explore how it operates in the practical teaching context under the influence created by the nine-year-integrated-curriculum policy. The other key intention is to discover the characteristics of teachers’ behaviours. Research evidence shows that although teacher autonomy was significantly improved by this new policy， some structured constraints firmly remained such as the trifling nature of teaching matters， inadequate time and parental interference. The characteristics of teachers’ behaviours such as individualization and conservatism also generated a profound influence on exercising autonomy to deliver teaching matters. The evidence suggests that under the pressure created by this new policy， teachers reacted differently in terms of deploying new types of behaviours. Nevertheless， such rather negative characteristics were not removed completely.
