| 英文摘要 |
This study aims to investigate the underlying causes of the declining willingness among elementary school teachers in Taiwan to teach science, situated within the broader context of contemporary science education reform. Drawing on policy text analysis, a review of domestic and international literature, and a case study of an elementary school in Hualien City, the study argues that this phenomenon is not merely a matter of individual-level professional motivation, but rather the result of complex interactions among instructional systems, teacher staffing structures, and policy frameworks. The analysis is organized into three dimensions: 1. Under the pressure of multiple teaching and administrative responsibilities, teachers may tend to simplify inquiry-based instruction to reduce practical burden; 2. The mismatch between the generalist-oriented teacher education system and the specialist-oriented demands of the current curriculum challenges frontline teachers’confidence and engagement; 3. A lack of horizontal integration across policy initiatives may lead to difficulties in implementation and resource coordination at the school level. The study recommends that structural challenges such as these be addressed through a support-oriented approach. This includes strengthening clinical support systems for teachers, enhancing professional autonomy in teaching assignments, and developing more strategic school-level mechanisms to gradually improve both teacher motivation and instructional conditions, thereby fostering long-term optimization and dynamic adjustment within the educational ecosystem. |
本站僅提供期刊文獻檢索。
