國民小學各學習領域學習節數之研究   免費試閱

A Study of the Classroom Hours Allotted to Various Learning Areas in Elementary Schools

本研究採調查研究法，運用分層比例叢集抽樣與立意抽樣，在全臺25縣市中抽取114所國民小學，並以教務主任與七個學習領域召集人為研究對象， 共寄發912份問卷， 回收750份， 問卷回收率為82.24%。研究目的為調查國民小學各學習領域學習節數之實施情形。本研究結論為：一、國小教師認為語文與數學兩領域學習節數之分配偏向稍少，其他領域偏向適切；二、國小各學習領域學習節數分配情形皆符合現行九年一貫課程綱要之規定，唯英語教學部分，各縣市起始教學年級不一，並有提早於一年級開始實施之情形；三、國小教師建議語文與數學兩學習領域學習節數宜增加為1-5%，其他學習領域與總學習節數宜維持現狀；四、國小各年級彈性學習節數平均每週3-6節，且七大學習領域中被排入彈性學習節數之前三順位節數是語文（英語）、語文（本國語文）與數學等三領域。

In this research， 114 elementary schools in 25 cities /counties in Taiwan were chosen， and 912 questionnaires were issued to teachers. The purpose was to investigate the policies and teachers' attitudes toward the classroom hours assigned to various learning areas in school. Conclusions were: (1) teachers consider the learning hours of language and mathematics to be not enough， while those given to other areas are adequate; (2) the distribution of learning hours in various areas in schools is in accordance with the Grade 1-9 Curriculum Guidelines except for English classes; this is because children begin learning English in different grades in different cities， with some beginning as early as the first grade; (3) teachers suggest that the learning hours for language and mathematics should be increased by 1-5%， while the hours for other areas and the total learning hours should remain the same; (4) there are on average 3-6 flexible learning hours each week in each grade in school， in which various courses may be taught; (5) among the seven learning areas， the top three areas chosen to fill these flexible hours are English， Chinese， and mathematics.