The Collaborative Action Research on Implementation of Homeland Education in Junior High School

• Main Authors: Li, Chia-ling, 李佳玲
• Other Authors: Wu, Lien-shang
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/84862062569671763306

碩士 === 國立高雄師範大學 === 地理學系 === 90 === Homeland education, which includes the fields of science, society, art, human culture, and etc, is one kind of comprehensive education while homeland curriculum is essential to the accomplishment of homeland education. The study implemented an experimental homeland course in the junior high school of its object by adopting the collaborative action research method. Based on the notion of “teachers as researchers”, the study aimed to construct an integrated homeland curriculum with community characteristics through the professional cooperation and dialogues among four collaborative research teachers of geography, history, art, and domestic science. The curriculum was transformed into four action plans, which was then carried out in real teaching under the constructivism-based teaching pedagogy. In the teaching process, the researcher observed and recorded students’ learning process and effects under various circumstances. Through constant revision of the teaching strategy, the researcher guided the students to reconstruct their conception of homeland and fulfilled the goals of lifelike geography and homeland education. The researcher also expected that the study could promote teachers’ self-growth and the increase of their specialty. The study adopted “the theory and implementation of fieldwork” as its framework, which was then extended to the “Hsin-kuang Road” -- a symbol of present and future, “Chung-hua 5th Road” -- a mix of old and new landscapes, and the metamorphosis of “the Hsih-shih-chia Life Stage” in the transition of time and space. Each action plan, implemented through collaborative teaching and integrated course, included indoor instruction, outdoor observation, and synthetic evaluation. Data analysis was done through participatory observation, interview, and document analysis. In terms of teaching, the analysis could serve as the reference for the teaching strategy revision of the next action plan. In terms of study, the analysis could be used to explain the process of the students’ construction of homeland knowledge, to evaluate their ability in thinking about and solving the homeland problems, and to investigate their ideological and affectional performances toward their homeland. Finally, the students’ learning effects and the teachers’ professional growth in the whole process were examined. The result of the study showed that the students’ learning effects were consistent with the cognitive, affective, and behavioral goals of homeland education. Besides, the curriculum was supported and approved enthusiastically by the subjects and their parents. In addition, the teachers have made great progress in handling collaborative teaching, homeland cognition and identification, self-growth and increase of specialty, and the two-way growth of teaching and learning. Furthermore, the lifelike geographic teaching strengthened students’ extensity, abstraction, and critical thinking and increased their knowledge and love of their homeland. Finally, the establishment of collaborative relationship paved the way for the implementation of the Nine-Year Joint Curricula Program and contributed to the fulfillment of homeland education in junior high school.