國民小學教師對九年一貫課程關注階段與使用層次之比較研究

A Comparative Study on Elementary School Teachers' Stages of Concern and Levels of Use of 9-year Joint Curriculum

本研究旨在應用Hall等人所提出的關注本位採用模式，了解目前國小教師面對九年一貫課程的適應方式，並探討2002年與2010年國小教師對九年一貫課程的關注階段與使用層次的差異。在研究方法上採用問卷調查法，以高雄市、臺中市及苗栗縣三個縣市之國民小學級任教師為研究對象。研究結果顯示，比較2002年與2010年，國小教師對九年一貫課程的最高關注階段與使用層次皆停滯在「結果關注」階段與「機械地使用」層次。據此，本研究提出2項建議，以供參酌。

The main purposes of this study, based on the Concerns-Based Adoption Model(CBAM), were to explore elementary school teachers' Stages of Conern(SoC)and Levels of Use(LoU)of 9 year Joint Curriculum. Furthermore, the differences between in 2002 and 2010. It was a survey study across Kaohsiung City, Taichung City and Miaoli County. The major findings of this study were that from 2002 to 2010, elementary school teachers' Stage of Concern of 9-year Joint Curriculum was still「Consequence Stage」,and elementary school teachers' Level of Use of 9-year Joint Curriculum was still「Mechanical Use」. Finally, our study submits two suggestions for consideration.