| Summary: | 碩士 === 國立臺灣師範大學 === 教育研究所 === 90 === Theory and Practice of “School-Community Liaison”
An Example of “Community as Classroom” in Taipei County
A Master Thesis
Chang, Chin-Kun
(Abstract)
The liaison between school and community is a newly introduced concept. There is, however, a huge gap between practice and theory. An insight into the cause of the disparity proves that personal factor, together with the flaws in the current education system, should claim the responsibility.
This study, on the basis of the theory of school-community liaison, will discuss the program of “Community as Classroom” in Taipei County. It also proposes a model for school-based courses in “the nine-year integrated curriculum” and provides some solutions to the problems likely to be encountered in the practice. The main thesis is summarized as follows：
1. The program of “Community as Classroom” puts school-based curriculum, environmental education, community management and development, and homeland education into integration under the frame of “the nine-year integrated curriculum.”
2. The program of “Community as Classroom” lays an emphasis on the use of community resources in class. The students are encouraged to join the class-community activities, acquiring concrete personal experience. They are expected to achieve the ability index on the list of “the nine-year integrated curriculum.”
3. In the curriculum devised from “Community as Classroom,” an inter-subjective relationship will be formed among all the participants such as teachers, students, and local community residents.
4. The traditional role of teachers should be modified in the curriculum of “Community as Classroom.” Teachers have to go from being a “leader” and an “instructor” to a “debater” and a “communicator.” Both of the traditional roles are retained, however.
5. The program of “Community as Classroom” not only involves but also embodies the essence of extra-curriculum and homeland education. The development of the curriculum places much importance on the subject of students learning activities. As long as students are truly engaged in the activities, they will gain “active experience,” which is desired to better prompt their learning.
6. The program of “Community as Classroom” takes account of students’ practical ability in life. The development of the curriculum features a circulating process of “doubt－interrogation－reflection－re-doubt－re-interrogation.” It also records all the previous experiences.
7. Teachers’ capacity to do action research should be upgraded as the program of “Community as Classroom” comes into effect. The active participation of the teachers is key to the success of this project.
Key words: Community as Classroom, school-based curriculum, nine-year integrated curriculum, community resources.
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