初探國中藝術與人文教科書教學和能力指標之校準研究

The Study of Alignment among the Current Secondary School Textbooks of Arts and Humanities Learning Area, Instruction and Competency Indicators

本研究以13 位國中藝術教師為研究對象，進行藝術與人文領域教學、教科書與能力指標的校準程度的問卷調查，並從教師背景與教科書使用情況分析教科書、教學與能力指標校準程度的相關性，結果如下：一、從教師背景變項發現除學歷外，性別、年資、科系與課程校準均有相關。二、教科書使用變項除了版本之外，使用時間、原因、依賴程度、對教學的重要性，與課程校準均無相關。建議未來研究者可以針對標準、教學與評量，進一步進行教室教學觀察與研究，以釐清研究結果的差異為何，以彌補小規模量化研究之不足，作為未來課程能力指標修訂與教科書編訂的參考依據。

The main purpose of this study is to judge the correlation among currentarts and humanities textbooks, instruction, and competency indicators forGrades 1-9 Curriculum Guideline. The data is collected through questionnairesanswered by 13 secondary school art teachers. The conclusion can be summarizedas follows:Sex, seniority and major of the teachers have a correlation with curriculumalignment. Degree level does not correlate.Time used, reason for use, degree of dependence and importance of instructiondon’t correlate with curriculum alignment. Only textbook versioncorrelates.The author suggests that future studies can align content between standardsand assessment, and thoroughly compare various versions of art and humanitiestextbooks, as well as further investigate observation of instruction inclassrooms to provide references for revising indicators and editing textbooks.