The Curriculum Reform Process of a Public Elementary School in Taiwan: A Case Study

• Main Authors: Wang, Jeng-ming, 王正銘
• Other Authors: Hornfay Cherng
• Format: Others
• Language: zh-TW
• Published: 1997
• Online Access: http://ndltd.ncl.edu.tw/handle/44709569029487007759

碩士 === 國立新竹師範學院 === 國民教育研究所 === 85 === The primary purpose of this case study was to qualitatively examine the curriculum reform process of an experimental public elementary school in Taiwan. The case study included observations, interviews, and a review of school documents. The informants of this study included the leader of the curriculum reform project, teachers, parents, and school administrators. Several factors contributed to the creation of this curriculum project, including strong parental support, the project leader's charisma, and a well- developed curriculum framework based on Howard Gardner's theory of Multiple Intellegences. The changing school adopted a thematic curriculum, and the themes were selected by the project leader and school teachers. The teachers could break the traditional curriculum schedule and taught the students with teacher- prepared materials related to the themes. However, teachers' resistance emerged due to various reasons such as pressure from parents, increased work loads, conflict with the project leader, and lack of resources. The meanings of curriculum reform were different to different stakeholders. ForBased on these findings, implications for curriculum reform and school reform were suggested.