天藍國小「主題活動」的成長足跡：一個統整課程實施之個案研究

• Main Author: 黃慧仙
• Other Authors: Ou Yung Sheng
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/50184035618767719310

碩士 === 國立台北師範學院 === 課程與教學研究所 === 88 === The main purposes of this research included: (1) Analyzing the implementation process of Integrated Curriculum in the Tang-Lang Elementary School in Taipei County. (2) Exploring the approaches to curriculum implementation of the teacher. And (3) Discussing the factors in terms of curriculum, school administration, economics, school organization, time, physical environment and parents, influence the Integrated Curriculum implementation. This case study research is to apply qualitative methods, by collecting data for a semester, including observing the study case, having talks and conversations with study objects, and analyzing the document collected during the semester. During the research, we understood the ideas of integrated curriculum of the class in the first step. Then, the two topic activities of the Science course: "Flowers and Tress in the Campus" and " Small Animals around us", were been observed and analyzed. Finally, we induced the characters, perspectives and frame/determination factors of the implementation. According to the findings, the study drew the following conclusions. (1) The curriculum design of this case based on "Curriculum Standard" and "Textbook". And the model of the integrated curriculum was within single discipline connected method. (2) The implementation process of the "Topic Activities" included three parts. (3) The case applied the process-focused measures: authentic assessment and portfolios. (4) The clarity of the case was not well processed. (5) Compared with the clarity, the needs, complexity, and utilities could be well handled. (6) The teacher and students of the case felt very happy during the integrated curriculum implementation. (7) The "Topic Activities" of the case could meet the daily life activities of the students. And the relation of the team teaching group was very well. (8) The perspective of the case was changed from "Mutual Adoption" to "Curriculum Enactment". (9) The factors: school administration, economics, school organization, time, physical environment and parents influenced the Integrated Curriculum implementation, and they could be developed better. Based on the results, the study can provide references for the curriculum implementation of the case and researchers investigating into future curriculum implementation.