[[alternative]]The Study of the Current Implementation of Alternative Learning Periods in Taichung County Junior High Schools

碩士教育研究所[[abstract]]台中縣國民中學彈性學習節數實施現況之研究 摘 要 本研究旨在探討台中縣國民中學彈性學習節數實施現況，並根據研究結果提出建議，作為教育行政機關、國民中學及教師未來規劃及實施彈性學習節數之參考。 本研究首先蒐集相關文獻，先探討九年一貫課程之主要內涵，再探討彈性學習節數在九年一貫課程中之地位、彈性學習之相關課程理論、彈性學習節數實施之困難與因應、外國對彈性學習節數之應用、彈性學習節數之規劃與實施及彈性學習節數之相關研究；其次以問卷調查法，調查台中縣共51所國中及總計357位，有效樣本為286份，國中教師對彈性學習節數實施現況之看法，調查結果以次數分配及百分比等統計方式分析資料；接著訪談12位教師對彈性學習節數實施現況及問題之看法，以充實量化研究的深度。最後獲得結論如下： 一、大多數學校由課程發展委員會決定彈性學習節數課程之內容。 二、大多數學校規劃彈性學習節數會與學校課程計畫一併規劃，並會融入六大議題。 三、大多數學校彈性學習節數的課程設計由教師及行政人員共同參與。 四、多數學校彈性學習節數時間會規劃固定課程，導致彈性學習節數無法彈性運用。 五、在課程內容上，班級輔導與社團活動兩個開設比例最高，領域學習相關課程中則以英語、數學、國文與資訊最為學校重視。 六、大多數學校實施彈性學習節數能充分考量到政府政策、學校願景、學生特質、家長期望及學校發展。 七、大多數學校彈性學習節數的規劃包含班級、學年、全校性的活動。 八、大部分的學校未對彈性學習節數進行評鑑。 九、大多數教師滿意學校彈性學習節數之規劃，並對實施成效感到滿意。 十、彈性學習節數的問題包括：配合的活動太多、彈性學習節數挪用為領域學習節數、彈性學習節數的課程內容規劃缺乏彈性、教師專業能力不足、對彈性學習節數的理念不夠清楚、教師時間不足。 最後，本研究根據研究結論，分別對教育行政機關、學校行政、教師以及未來進一步研究提出建議。 關鍵詞：國民中學、彈性學習節數[[abstract]]The Study of the Current Implementation of Alternative Learning Periods in Taichung County Junior High Schools Shu-cho Hsu Abstract The main purposes of this study were to explore the current implementation of alternative learning periods in Taichung County junior high schools and making, based on the results of the research, propositions for the reference of administrative authorities of education, junior high schools and teachers on the implementation of alternative learning periods. This study focus, first of all, on collecting documents so as to explore relevant studies concerning the investigation of background ideas, the analysis of concepts, the planning and practice of alternative learning periods. Secondly it adopts the method of questionnaire survey to gather all the information about the implementation of alternative learning periods and the opinions from 357 teachers in 51 junior high schools in Taichung County. The result was analyzed based on certain statistical methods such as percentage and frequency. Then 12 teachers were interviewed for their viewpoints about the current situation of implementation alternative learning periods as well as its problems, which complements the insufficiency of quantitative research. The results of this study are as follows: 1.The content of alternative learning periods is decided by the Committee of School Curriculum Development in most junior high schools. 2.Most of the junior high schools plan their alternative learning periods together with the Subject Learning Curriculum and most of them take the six issues into account. 3.School teachers and administration staffs planned most Taichung County junior high schools alternative learning periods. 4.Most schools offer typical classes for alternative learning periods, which causes the lack of flexibility in respect of the content of alternative learning periods. The typical classes here refer mainly to English、math、Chinese and computer classes. 5.Most schools offer both association activities and class-guidance courses in alternative learning periods. In Learning Areas, English and computer courses are two courses included in alternative learning periods most often. 6.Government policies, school goals, teachers, facilities, student characters, and school developments were considered in most alternative learning periods curriculum planning. 7.Most flexible curriculum plans of junior high schools included classes, grade and school activities with individual subjects. 8.Most schools do not implement assessment of alternative learning periods. 9.Most teachers are satisfied with the alternative learning periods and the accomplishment of the implementation. 10.The emergent problems of alternative learning periods include：the lack of facilities in school, too many activities that need to be concerned, the replacement of alternative learning periods by Area Learning Hours, the lack of flexibility on the planning of curriculum, the insufficiency of teachers’professional ability, the lack of teachers, and the lack of discussion between teachers. Finally, this research, according to research results, provided suggestions for executive units, school administration, junior high school teachers and future researchers. Key words: junior high school, alternative learning perio