A study on the Influential factors of school-based curriculum development

• Main Authors: Chen Hui Shu, 陳慧淑
• Other Authors: Tsai,Kuan-Hsin
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/07130713405592983621

碩士 === 國立屏東師範學院 === 國民教育研究所 === 91 === “School-based curriculum development” is one important instance of Nine-Years Curriculum Reform. The study aims at understanding the methodological basis of school-based curriculum development, the viewpoints of scholars and experts, the numerous factors of influencing the school-based curriculum development. Is there any difference in the importance of influencing factors between different schools and different personal background? The investigation methodology employed questionnaire and interview survey. A questionnaire on the influential factors of school-based curriculum development was administered to 949 primary school teachers who were sampled randomly from 53 schools in Kaohsiung municipal primary schools. The data collected was further analyzed through general description statistics, t-test, one-factor variance analysis, and Scheffe’ method. And then add to analysis and explanation. Interview record was dependable upon interview outline. It was made interactive analytical verification with the result of statistics. The results of this thesis can be summarized as follows, 1. The influential factors of school-based curriculum development in primary school can be concluded as “organizational plan, members background, teacher cognitive, environmental facilities, counseling support” etc five aspects. 2. The members of primary schools think that “teachers cognitive” is the most important among five aspects. Secondly, organizational plan and the lowest important one is member’s background. 3. The members of primary schools think that “the situation of teachers team cooperation” is the most important factor to influence school-based curriculum development. “Teachers’ age” is the lowest important one. 4. The school members with different “sex”, “age”, “service years”, “position” have different viewpoint about the influential factors of the school-based curriculum. 5. School members from different areas have different viewpoints for the importance about the school-based curriculum “organizational plan” aspect. But school members from different size school show no significant difference for the importance about the school-based curriculum various aspects. 6. Kaohsiung municipal primary schools intend to apply the strategies of solving the school-based curriculum development. The focus will put on “teachers cognitive” and “organizational plan” aspects. Suggestions aimed at the result of the study as following, 1 Suggestions for the educational administration, 1.1 Make a renewal plan about the educational funds. 1.2 Make a renewal thinking and revise the members amount of school administrators 1.3 Do not let the schools’ re-organization with the same unification style. 1.4 Promote the authority of supervision to school curriculum and teaching in Education Bureaus. 2 Suggestions for the primary schools, 2.1 For the school-masters and chief of sectors, 2.1.1 Good at using “teachers morning meeting” to communicate curriculum ideas and operation form. 2.1.2 To decreases the impact of curriculum revolution with graduated and detailed strategies. 2.1.3 To build a system of resource share. 2.1.4 To authorize teachers association in different grades arranging school and class affairs. 2.1.5 To change the teachers continuing education with the orientation of “ability acquisition”. 2.1.6 To integrate the educational policies, projects and assessments. 2.1.7 To make “preliminary communication” with teachers and parents. 2.2 For the teachers’ professional behaviors, 2.2.1 To invite the teaching colleagues, to organize “dialogue circle” and workshop. 2.2.2 To cultivate teachers second on third subjects majored in. 2.2.3 To cultivate teachers habits with colleagues cooperation, dialogue discussion, and curriculum planning. 2.2.4 To carry out the human resource support by parents on community. 2.2.5 To improve teaching strategies in summer or winter vacation. 2.2.6 To invite trusting colleagues teachers, to learn each other in the teaching field on by teaching performance.