[[alternative]]The Investigation of Junior High School Implementation of the Curriculum Guidelines in the Language Arts( English) Learning Area

[[abstract]]The purpose of this study was to inquire “The Guidelines of Language Arts ( English) Learning Area in Grade 1-9 Curriculum for junior high school levels of education implementation present situation.” The method of this study adopted a questionnaire survey. We composed the “Survey Questionnaire on The Guidelines of Language Arts( English) Learning Area in Grade 1-9 Curriculum for junior high school levels of education implementation present situation.” Our formal survey questionnaire respondents were 999 Language Arts( English) Learning Area teachers selected from 142 junior high school of the northern, central, southern Taiwan, and other islands. The collected data were analyzed using SPSS 8.01 for Windows to perform descriptive statistic, t-test, one-way ANOVA and Scheffe’s post-hoc comparison, Pearson’s product-moment correlation and Chi-square test, and so forth are proposed to analyze the data, and hopingly through the design above to realize the implementation conditions of curriculum guidelines of Language Arst( English) Learning Area in junior high school, and moreover to make the related proposals. Based on the data, the conclusions are as following: 1. School course plan and promotion: (1) Language Arts( English) Learning Area teachers have positive manner to “The plan and promotion of the school curriculum .” (2) Considering the teacher background variables, the gender, the best educational background, and teaching style cause marked differences in “The plan and promotion of the school curriculum.” (3) Considering the teacher background variables, the administrative district where the schools located, the number of classes, the training pre-vocational education institution where teachers graduated from, and the experience of being the member of the Committee of School Development don’t cause marked differences in “The plan and promotion of the school curriculum.” 2. Curriculum implementation of the Language Arts( English) Learning Area: (1) Language Arts( English) Learning Area teachers take positive attitude toward “The plan and promotion of the school curriculum .” (2) Considering the teacher background variables, the best educational background, the training pre-vocational education institution where teachers graduated from, the experience of being the member of the Committee of School Development, the number of classes, the administrative district where the schools located, teaching styles don’t cause marked differences in “Curriculum implementation of the Language Arts( English) Learning Area.” (3) Considering the teacher background variables, the gender, the teaching experience cause marked differences in “Curriculum implementation of the Language Arts( English) Learning Area.” 3. The correlation analysis found that there is moderate positive relationship between “The plan and promotion of the school curriculum” and “Curriculum implementation of the Language Arts( English) Learning Area.” Based on the conclusions, the research offered concrete suggestions to government education departments, school executive departments, and Language Arts( English) Learning Area teachers.