| 摘要註: |
本研究以高雄市楠梓區鄰近5所公立國民中學教師為研究對象，問卷發放採用便利抽樣的方式，男性計80人，女性計170人，合計250人，實際回收232份有效問卷，有效問卷回收率為92.8%。接著本研究分別以獨立樣本t檢定檢視人口統計變項：性別、婚姻、大學畢業體系、最高學歷、學校班級總數、任教年級、任教班級類別等，於高中入學制度改變前或後對於國中教師教學態度與教學方法是否存在顯著差異之分析，以及檢定高中入學制度改變前、後，國中教師之教學態度與教學方法是否存在顯著差異之分析，另以單因子變異數分析檢視人口統計變項中的年齡、服務年資、最高學歷與任教科別等，在面對高中入學制度改變前、後，其對於國中教師教學態度與教學方法上的差異分析。經由問卷資料分析結果，本文獲致重要結論如下：1.個人背景人口統計資料變項中，性別(男性、女性)、畢業學校體系(師範院校 vs. 非師範院校)、任教年級、任教班級類別、任教科別對國中教師教學態度與教學方法造成相當顯著之差異，而且此一顯著性差異，不論是在高中入學制度改變前或改變之後，大抵上皆無太大之變化。2.女性國中教師較男性教師之教學態度與教學方法來的正面與積極；另外，師範院校畢業之國中教師相較於非師範院校畢業之國中教師之教學態度與教學方法亦來的正面與積極；主、副科教師對於其教學態度與教學方法也保持其一貫的較藝能科教師來的更為積極，並未因高中入學制度的變革，而有變化。3.而在高中入學制度改變「前」，任教一年級之國中教師較任教於二或三年級之教師於其教學態度與教學方法上皆顯著較為正向與積極，但在高中入學制度改變「後」，此一因任教年級不同而有不同之教學態度與教學方法之差異性，卻變得不明顯了；另任教資優班之國中教師較任教於普通班之教師於在高中入學制度改變「前」，其教學態度與教學方法上皆顯著較為正向與積極，之「後」，這一顯著差異現象雖有改善，但於教學態度上仍存在顯著差異。4.至於其他個人背景人口統計資料變項在面臨高中入學制度的改變下，並未對國中教師的教學態度與教學方式產生顯著性的差異。 This study surveyed 5 local municipal junior high schools in Nantzu district, Kaohsiung, using convenience sampling method to distribute questionnaires to 250 teachers including 80 male and 170 female teachers. There are 232 valid questionnaires collected or say 92.8% effective response rate. The research then applied independent sample t-test to test if the demographic variables: gender, marital status, university graduation system, the highest education degree, the total classes of school, class grade and type taught at the junior high, etc., possess significant differences in teaching attitudes and teaching methods of junior high teachers before or after changes in the senior high enrolment system. And to check if there exist significant differences before and after changes of senior high enrolment system for both the teaching attitudes and teaching methods. In addition, one-way ANOVA (analysis of variance) was used to see if the other demographic variables, like, age, years of service, highest education degree, and teaching subjects, exhibit significant differences in teaching attitudes and teaching methods of junior high teachers in the face of senior high enrolment system changes.Research findings show that:1.Some personal demographic variables, i.e., gender, university graduation system, class grade and type taught at the junior high, and teaching subjects, show significant differences in teaching attitudes and methods of the junior high teachers. Moreover, the differences remain significant no matter if the senior high enrolment system changes or not.2.Female junior high teachers possess more positive and active teaching attitudes and methods than those of male teachers. Teachers with normal degree show higher teaching attitudes and methods than those of whom with non-normal degree. Teachers of major/minor subjects maintain greater teaching attitudes and methods than those of arts teachers no matter if senior high enrolment system changes.3.Before the change of senior high enrolment system, junior high teachers in grade 1 exhibit superior teaching attitudes and methods than those of teachers in grades 2 and 3. However, it is indifferent in teaching attitudes and methods for teachers in all grades after the change of senior high enrolment system. Nevertheless, teachers of gifted classes have better teaching attitudes and methods than those of teachers in general classes before the change of senior high enrolment system. Yet, after the enrolment system change, it is indifferent in teaching methods, but still significantly different in teaching attitudes.4.As for the other demographic variables facing the change of senior high enrolment system, there exists no significant difference in teaching attitudes and methods for junior high teachers. |