| Summary: | 碩士 === 國立台北師範學院 === 課程與教學研究所 === 90 === A Study on an Elementary School Teacher’s Practical Knowledge of Life Curriculum
Abstract
Life curriculum focuses on that students should develop the abilities to interact and reflect, and lay a good foundation for learning from lives . It plays an unusual and important role in “Nine-Year Integrated Curriculum”. Understanding how teachers teaching life curriculum might improve teachers’ professional abilities. Thus qualitative case study was adopted in this study so that to investigate an elementary school teacher’s practical knowledge of life curriculum，and via documents were analyzed, this study reached the following conclusions:
1. The content of teacher Shang’s life curriculum practical knowledge can be grouped into the following categories：self- knowledge, general pedagogical knowledge, classroom inter-affection knowledge, curriculum knowledge, and students’ knowledge
2. The percentages and categories of practical knowledge of teachers depend on the study’s cases, themes
3. The characteristic of practical knowledge of teachers depends on it’s content so it can’t be described generally.
4. Self- knowledge guides teacher Shang’s life curriculum practical knowledge influencing general pedagogical knowledge, classroom inter-affection knowledge, curriculum knowledge, and students’ knowledge.
5. Each content of teacher Shang’s life curriculum practical knowledge might complements or encumbers the others.
6. Because Shang’s general pedagogical knowledge, classroom inter-affection knowledge, curriculum knowledge, and students’ knowledge have not be developed well so that influencing her normal teaching badly.
7. The development process of teacher Shang’s life curriculum practical knowledge were as follows: first experienced, muddled trying to find out in the mass; learning in doing; going adapting, enriching experiences.
8. The factors influencing the practical knowledge of teacher Shang’s life curriculum are as follows: life experiences, education experiences from attending school and practical training , classroom inter-affection context and changes of education environment.
9. Life experiences influence teacher Shang’s practical knowledge of life curriculum deeply and long-lasting while classroom inter-affection context influences immediately.
Finally, in accordance with the research findings, recommendations were offered to improve teachers’ life curriculum teaching and further research.
Key words: Life Curriculum, Teacher’s Practical Knowledge
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