A Case Study of Teacher Beliefs and Practices in Integrating the Arts into Life Curriculum

• Main Authors: Jin-ping Chen, 陳金萍
• Other Authors: Dim Ming Wang
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/41260619853154138486

碩士 === 國立新竹師範學院 === 美勞教學碩士班 === 91 === Different from the subject oriented teaching in the past, the nine-year integrated curriculum which emphasis on integrated teaching model brings a huge impact on the teachers. Under this impact, the teacher beliefs become the key point influences new curriculum design. This research began with the reflecting thinking of teaching process in the first grade classroom. It explored problems confronted by teachers when plan-integrating social studies, science and life technology, and art and life curriculum into a class curriculum. Furthermore, this research intended to analyze and reflect the inside of the teacher beliefs. To achieve this goal, the quantity research with the case study was implemented. The data collecting method included photographing, tape recording, diaries, and interviewing. With analyzing and encoding all the information, a discussion of the teacher beliefs was divided into six different category, i.e., teaching goals, teaching contents, teaching methods, assessment, classroom management, and relationship between teacher and students. The conclusions from the research were (1) teachers must refer the life curriculum to the textbooks, which are chosen by the school curriculum development committee, school schedule, teaching teams, district orientation and the children’s characteristics. (2) The problems teacher confront when design the life curriculum included inefficiency of professional ability, vague ability standards, and difficulties of integrating curriculum. (3) The problems which teachers confront when they teaching life curriculum were: too many dynamic activities, inefficiency of teacher’s ability of group cheering activity and performance art, and conflicts between teaching goals and teacher’s belief. (4) The models which teachers use to reflect and solve the problems in life curriculum were: peer discussion, students’ feedback in class, parents’ feedback, and self-reflection. Colleague was also consulted in order to clarify the problems. (5) The factors which influence the teacher beliefs on life curriculum were: interaction among team teachers, feedback of students and parents, and teacher’s personal reflection. Finally, a solution base on research in order to help the schools and teachers when they design the life curriculum in the future was discussed. Also, the suggestion for the further research was also mentioned.