| Summary: | 碩士 === 臺中師範學院 === 國民教育研究所 === 90 === ABSTRACT
The intent of this study is to explore the concept of School Based Curriculum Development within the field of Nature Science and Technology. Moreover, the study analyzes the procedures of curriculum development, curriculum planning, content selection, curriculum implementation, curriculum evaluation and the discussions of related questions including the related factors and difficulties that influence the development of SBCD as well as the strategies for resolving the aforementioned questions.
The sample included the experimental, non-experimental, and observed schools that implemented Nine-Year-Coherence Curriculum in Taichung County. The investigator employed the case study, in-depth interview, participant observation, action research and field-tests to obtain the relevant data.
Based on the analysis, the main findings are follows:
1. School Based Curriculum Development has been implemented in each school, but the preparation for the implementation of SBCD in the non-experimental schools is still insufficient.
2. The SBCD for the experimental schools and observed schools has met the procedures, but the non-experimental schools are still not clear.
3. With regard to the planning of SBCD, the experimental and observed schools have finished the procedures, however the non-experimental schools have many difficulties needed to be resolved.
4. For the content selection, the experimental, non-experimental and observed schools have met the standards of SBCD. The standards of teaching material including 22 units for the observed schools have been ensured.
5. Since the 90th academic year, the SBCD has been put into practice. The experimental schools have implemented the old teaching material; the non-experimental schools chose one grade level to run as an experiment. Furthermore, the observed schools developed their own 22 units to implement the SBCD.
6. The experimental schools has drafted The Act of Curriculum Evaluation, however, the experimental schools have not implemented the act. The observed schools adopted the checklist method and has completed the checklist designs of formative evaluation and summative evaluation, but the observed schools have not designed the meta-evaluation. The countywide has enacted The Student Assessment Act and employed multilevel methods to assess student academic achievements.
7. The factors that influence SBCD include principals’ beliefs of running the schools, teachers’ personal factors, schools factors, external factors and team factors.
8. There are many difficulties of SBCD needed to overcome, but SBCD can promote teachers’ professional development.
Based on the research, suggestions were provided to school district administration and personnel for substantive information addressing SBCD.
Keyword: Elementary School, School Based Curriculum Development (SBCD)
Natural Science and Technology
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