國小教師推展九年一貫課程改革的現況分析

A Study of Elementary School Teachers’ Grade 1-9 Curriculum Practice

九年一貫課程實施至今出現許多的問題困難值得深入探究與解決，而九年一貫課程的核心實施者是教師，身負課程實施的成敗關鍵，爰此，九年一貫課程改革的成效端視學校教師如何知覺與實踐課程改革的理念。本文之研究所選取之個案學校是南部某縣市一所仁類學校太陽國小（化名），在研究設計上採單一個案研究，並且以當時曾經參與九年一貫課程試辦具有豐碩課程實施經驗的11 位太陽國小教師為研究對象，以參與觀察、深入訪談與文件分析進行其推展九年一貫\r課程改革之情況。質性分析資料採用Strauss 與Corbin 開放及主軸編碼的方法，並且藉由Atlas 5.2版軟體進行分析其屬性與面向。主要的研究發現是國小教師推展九年一貫課程時在課程變革特徵面向、學校組織發展特徵面向以及學校外在因素面向等三大面向遭遇不少的問題和困境，作者並針對這些教師推展課程的難題提出因應之道的建議。

Since the practice of Grade 1-9 Curriculum， there are many issue and difficulties to be furtherexplored and solved so far; therefore， curriculum practice of elementary school teachers’ is one of themost important successfully factors in Grade 1-9 Curriculum. Moreover， teachers’ obstruction shouldtoward advanced research and ability development originates from few reasons. Qualitative data willbe collected from several sources. The open–coding technique is adoped in data analysis. It concludesthat curriculum practice of teachers encounter many problems and difficulties . Teachers are used torely on the authority of the text; over emphasis on curriculum integration becomes to integrate just forintegration’s sake; the function of curriculum organization influences teachers’ profession andcurriculum development in school; local education authority seriously push teaching hours of all fieldsout by adding extra curriculums. The suggestions of research are proposed accordingly， in hoping toprovide reference for the authority concern and people to carry out Grade 1-9 Curriculum， as well asthe basis of continuously getting Grade 1-9 Curriculum for elementary schools.