A Study on an Elementary School First and Second Grade Teacher’s Practical Knowledge of Integrated Activity Curriculum

• Main Authors: CHIH, SHU HUA, 池叔樺
• Other Authors: 歐用生
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/13912218491178091813

碩士 === 國立台北師範學院 === 課程與教學研究所 === 89 === A Study on an Elementary School First and Second Grade Teacher’s Practical Knowledge of Integrated Activity Curriculum Abstract This thesis is mainly to investigate a first and second grade teacher’s practical knowledge of integrated activity curriculum. Basically, the purposes of the thesis are: (1) to explore the content of her practical knowledge;(2) to analyze the factors which affected the way how her practical knowledge was constructed ;(3) to present some suggestions to teacher education. The method of a case study that is mainly narrative research oriented is adopted for this study. The most common used ways to collect the research data are: interviews, observations, and documents analysis. The findings of this study are: (1) The content of her practical knowledge of integrated activity curriculum includes setting the goals, organizing the materials, designing the activity, teaching, and evaluation. And designing the activity, teaching, and evaluation are of the most importance. (2) There are both characteristics of activity curriculum and integrated curriculum in her practical knowledge, which are matched to the spirits of the outline of integrated activity curriculum. (3) The orientations of her practical knowledge reveal three traits: personal, experiential, and theoretical. (4) Her practical knowledge of integrated activity curriculum is a continuum , that is , there is a very close linkage among her past, present, and future practical knowledge. (5) The factors which influence the construction of her practical knowledge of integrated activity curriculum include attending Open-Education seminar, attending Small-Class-Education-Experiment, attending the in-service education of teacher college, and discussing between colleagues. Besides that, the factors also include school situation, students’ parents, students, her reflection and experience. Attending Open-Education seminar is the most influential factor. In short, her practical knowledge of integrated activity curriculum is deeply influenced by other teachers’ constructed from the experiences of the Open-Education. The suggestions are as follows: (1) The teacher education should cover the arrangement of the teachers’ practical knowledge. (2) Building a dialogue system between the professors in teacher colleges and elementary school teachers. (3) Teachers should attend the curriculum seminar and discuss the teaching work with colleagues. Keywords: elementary school first and second grade teacher integrated activity curriculum practical knowledge