[[alternative]]A study on the adminstrative operation of the trial implementation of " 9 Years Curriculum Guideline" in junior high schools

[[abstract]]The main purposes of this research are to explore the current situation of trial implementation of “9 years curriculum guideline” in junior high schools and to collect the participants’ opinions of the project. By doing the research, we offer referential data for future implementation of the curricula plan. Literature review and questionnaire survey are the main methods in this research. Literature review aims to discuss the characteristics of 9 years curriculum guideline, administrative philosophy of the curricula and the operation of trial implementation of “9 years curriculum guideline”. Questionnaire survey, which was designed by myself, based on the literature review and other related questionnaire collects the data about junior high schools’ administrative operation of the 9 years curriculum guideline. The samples include principals, directors, grade coordinators and participating teachers. In each surveyed school, either two of the administrators or three of the participating teachers are chosen for the questionnaire survey. We collect 204 valid samples and analyze them with Percent , Frequency distribution, Pearson Chi-Square test, Mean and Standard Deviation. The results are as follows: 1. The current situation of trial implementation of 9 years curriculum guideline (1) Most participants of the Plan have a good understanding of the targets and contents of 9 years curriculum guideline. (2) The participating schools’ main reason for trail implementation of 9 years curriculum guideline is “ the local government’s recommendation”. (3) The participating teachers’ main motive for trail implementation of 9 years curriculum guideline is “ the school’s assignment”. (4) “Social science field” is the major trial field in most surveyed schools. (5) “7th graders” are the major trail subjects. (6) The scope and vision of 9 years curriculum guideline in each school are decided by “ Curriculum Development Committee”. (7) The process and the results are deemed as “satisfactory.” More technical details still need to be focused. (8) The participants are generally satisfied with the authority of roles in the trial implementation. (9) The participating principals mostly achieve the goal of “Curriculum and Instructional leadership”, but are less progressive in “ encouraging the parents and habitants to get involved in the course development.” (10) The principals are the most influential participants. (11) The effects of the trial implementation are deemed as “ satisfactory”. 2. The methods of integrating the 9-year Joint Curricula (1) Every surveyed school designs their own joint curriculum. (2) “The whole grade” is the subject in the design of a joint curriculum. (3) Most trial schools design integrated curriculum for one or two learning fields. (4) Most of the designs of the integrated curriculum are not fully practiced in administrative operation. (5) Most teachers do not fulfill the designs of integrated curricula overally. 3. The administrative operation of 9 years curriculum guideline (1) The adequate number of students in each class in the 9 years curriculum guideline is 20-30, but most trail schools in the survey have 31-40 students in each class. (2) “ Curricula Development Committee” is composed of “ leaders in each learning field”, “principals”, “ directors”,“ coordinators”, “teachers” and “parents”. Generally speaking, “ Experts” do not participate in the Committee as the theory of the 9 years curriculum guideline requires.. (3) The main functions of “ Curricula Development Committee” are “ designing the course plans”, “supervising working schedule”, “ designing teaching topics and activities”and “assigning jobs of each teaching group and field”. (4) The teaching aids offered by the participating schools are “ offering seminars for advocating the new curricula concepts and contents”, “ forming workshops and teachers’ learning groups”, “ updating the teaching resources and equipments”, “ strengthening the functions of each teaching and research meeting” and “ encouraging and assigning teachers for outside-school teaching demonstration”. (5) The resources utilized by schools are mainly “parent-teacher associations for teachers and parents’ interaction ” “outside-school teaching activities based on the community resources” and “consultation or advices from experts”. Generally speaking, the proportion of the above resources utility is not high enough. 4. The difficulties of implementing 9 years curriculum guideline and the cooperating conditions (1) The difficulty in implementing the 9 years curriculum guideline are that “ the inflexibility of teachers’ teaching hours lead to the difficulty in arranging class schedules”, “ the existing original teaching materials increase teachers’ and students’ burden”, “ teachers have difficulty in finding out extra time for communication and discussion about the course design” and “ the extra work increase teachers’ burden and further influence the teaching quality”. (2) The trial schools in the survey are not well prepared in offering coordinating measurements, except for “ offering seminars for teachers’ progress”. 5. The implementation of 9 years curriculum guideline is problematic but practicable. 6. The participants in the trial schools offer their experience, reflection and opinions toward the implementation of 9-year Joint Curricula. By doing this research, the researcher desires not only to provide some suggestions for educational authorities, teachers’ education systems, schools and future studies,but also to review the essay. Keywords：trial implementation﹐ 9 Years Curriculum Guideline﹐ administrative operation