國民小學九年一貫課程試辦成效之綜合評鑑--以桃竹苗地區為例
An Evaluation Study of the Grade 1-9 Coherent Curriculum Program Employed by Elementary Schools in Northern Taiwan
- 關鍵字：
- 九年一貫課程、成效評估、國民小學 / Elementary school、Grade 1-9 coherent curriculum、Evaluation
第五十輯．第ㄧ期 - 2004-03-31
繪本教學在師資培育上的應用--以「班級經營」為例王千倖
Using Picture Books to Teach Prospective Teachers How to Manage Their ClassroomsChien-Hsing Wang
中小學教師資訊融入教學發展模式及檢核工具之研究 徐新逸、林燕珍
A Study of the Developmental Model and Practical Guidelines for Technology-Integrated Instructional Design for Elementary and High School TeachersHsin-Yih Shyu Yen-Chen Lin
國民小學九年一貫課程試辦成效之綜合評鑑--以桃竹苗地區為例謝金青
An Evaluation Study of the Grade 1-9 Coherent Curriculum Program Employed by Elementary Schools in Northern TaiwanKing-Ching Hsieh
從新馬克思主義到後結構主義--課程社會學研究的再概念化卯靜儒
From Neo-Marxism to Post-structuralism: Reconceptualizing Sociological Studies of CurriculumChin-Ju Mao
H. M. Kliebard的課程史研究及其啟示鍾鴻銘
H. M. Kliebard's Curricular History Studies and Their ImplicationsHorng-Ming Jong
課程連結理論之探究：課程標準、教學與評量之關係賴志峰
An Analysis of Curriculum Alignment Theory: The Relationship among Curriculum Requirements, Instruction and AssessmentChih-Feng Lai
課程領域中應用範式概念之爭議霍秉坤、黃顯華
The Debate over the Application of “Paradigm” in Curriculum Studies Ping-Kwan FOK Hin-Wah Wong
論革新課程實驗之難成 單文經
On the Problems in Experimenting with Curricular TransformationWen-Jing Peter Shan
- 摘要
- 英文摘要
- 參考文獻
- 全文下載
本研究旨在針對桃竹苗四縣市13所國民小學試辦九年一貫課程之成效進行綜合評鑑。總共完成13所學校之自評，509位教師之調查，並成功訪問了44位試辦學校之教育人員。研究期間自2001年8月至2002年7月止。研究工具計有學校自評量表、教師評估量表、訪問座談題綱以及專家諮詢題綱。研究結果發現：一、桃竹苗地區13所國民小學試辦九年一貫課程之成效，綜合研判為：準備不足、推動認真而成效普通。二、試辦學校成效評估自評總分平均為4.15分，達到「成效不錯」之水準；惟教師評估得分則只有3.28分。三、試辦學校成效評估依序為「推動與實踐」、「成效總結」、「資源與準備」指標。
This study is an evaluation of the effects of the Grade 1-9 Coherent Curriculum Pro?gram employed by 13 elementary schools in 4 counties in northern Taiwan. The researcher collected school evaluation results evaluated by school personnel， informa?tion obtained from expert counseling meetings， and questionnaires completed by 509 teachers and 44 school personnel. It was found that: (1) the input of the program was deficient， the process of the program was generally effective， and the output of the pro?gram was average; (2) the program performed quite effectively with a mean score of 4.15 on a five-point scale， but teachers gave it only an average evaluation (a mean score of 3.28); (3) taking the average for all schools， 85.08% of all evaluation indica?tors were above 4.0 on a five-point scale.
