The analysis of the teachers’ curriculum interpretation and curriculum operation experiences in the elementary school

• Main Authors: CHEN Hsow-Yu, 陳秀玉
• Other Authors: 詹志禹
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/95375385564839485376

碩士 === 國立政治大學 === 教育學系 === 88 === The purpose of this study was to find out what curriculum interpretation and curriculum operation experiences the elementary school teachers have, and to explore the meanings from those experiences, and also to understand the inner worlds of the teachers who interpret the curriculum. The researcher used the case study method. She collected data from observation, interview and test. The subjects of the study were three 1th-grade teachers teaching Social Studies in the same school. There were two years, ten years and zero years in their teaching 1th-grade Social Studies, and also graduated from different level teacher schools. It took more than one month to complete the observations of a whole unit instruction. The researcher wrote up three case reports, and analyzed the meanings of those experiences. The findings of the study were as follows: A. The teachers’ curriculum interpretation and curriculum operation experiences： a) The teacher’s curriculum interpretation perspectives integrated to comprehend the teaching subject. b) Some of the teacher’s curriculum interpretation perspectives influenced some instructional integration methods. c) All of the instructional integration methods were interactively connected. B. The meanings of those experiences： a) The fact that teachers were the subject instead of the object in the curriculum operation was not perceived by teachers. b) In the curriculum implementation process, teachers were not loyal to the curriculum but keep a mutual-adaptation relationship with it. They sometimes even created part of the curriculum. C. The instructional needs on the inner worlds of the teachers ： a) Teacher’s needs emphasized the academic expectations. b) Teacher’s needs fit for their life and pedagogical perspectives. c) Teacher’s needs adapted to students’ characteristics and ability. d) Teacher’s needs emphasized maintaining a good classroom control. e) Teacher’s needs considered about instructional resources and time. These needs could be subsumed into the need toward a successful instruction.