| Summary: | 碩士 === 國立屏東師範學院 === 國民教育研究所 === 91 === The main aims of this study are to analyze the opinions of those teachers who have implemented an integrative activities curriculum in elementary schools in the Kaohsiung City, Kaohsiung County and Pingtung County areas, and to discover whether different backgrounds lead to differences at various levels in the implementation of an integrated curriculum.
The two main research methods used involved the creation of a questionnaire based on a survey of available documentation and purposeful sampling from the Kaohsiung City, Kaohsiung County and Pingtung County areas. Some 312 samples were taken from teachers implementing integrative activities and of them ten teachers were selected for further interview. The analysis was conducted using the following statistical methods: descriptive statistics and Chi-square.
An analysis of the available data revealed the following conclusions:
1.Most of the teachers in the Kaohsiung and Pingtung areas had a partial understanding of the integrative activities curriculum.
2.Schools in more remote areas lacked the resources and training for implementing the new curriculum.
3.Most schools currently continued to use on-the-market teaching materials; self-written materials were used more in rural and remote areas.
4.Most 1st, 2nd and 4th grade classes had two, two and three integrative activities lessons a week respectively.
5.In planning for curriculum design, most teachers planned with students’ developmental needs and life skills in mind.
6.Integrative activities are currently taught mostly by homeroom teachers in the Kaohsiung and Pingtung areas.
7.The teaching methods most commonly used include ‘games and activities’, ‘group discussions’ and other teaching-focused activities.
8.Most teachers sensed a need to strengthen their ‘boy scout’ skills and abilities.
9.Most teachers felt that regular observation was a very important part of evaluating integrative activities.
10.The biggest problem in teaching was the ‘overlap of certain curriculum areas’. Schools had to introduce school-wide ‘cross-grade and cross-area’ planning.
Based upon the above conclusions, this research hopes to provide suggestions to and reference material for educational administrative organizations, elementary schools, teachers, teaching methodology and future research.
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