Survey Study on How Do Elementary School Teachers in Taipei City Proceed with Homeland Education by Using Community Resources

• Main Authors: Ni Kuo-Pao, 倪國寶
• Other Authors: Tien-Ten Teng
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/36798342151119726135

碩士 === 臺北市立師範學院 === 社會科教育研究所 === 91 === Survey Study on How Do Elementary School Teachers in Taipei City Proceed with Homeland Education by Using Community Resources Abstract Ni Kuo-Pao The purpose of this study is to comprehend the current situation of elementary teachers’ making use of community resources for their homeland education in Taipei City. The research method was specialized in questionnaire survey, and the instrument of the study was based on “The questionnaire of Survey Study on How Do Elementary School Teachers in Taipei City Proceed with Homeland Education by Using Community Resources”, edited by the researcher himself. Stratified random sampling was adopted for selecting survey samples. There were 700 teachers selected from 41 schools, with 512 effective samples actually acquired. After statically analyzing the data from this questionnaire survey and integrating the data with discussion in relevant documents, we obtained the following conclusions. 1) Teachers have a high requirement of community resources, but scarcely make use of them. It reveals there are variances existed so that hardly can the satisfaction of making use of such resources be acquired. 2) Teachers mainly make use of community resources for homeland education during regular school time, and lay particular stress on local history and geography. 3) Teachers principally acquire the message of community resources from their colleagues and parents of the students. They can proceed with homeland education with various categories of community resources; among them the proportion of parents (of the students) resources are higher than the others. 4) Teachers make proper preparation, learning sheets mostly, before proceeding with homeland education by using community resources. 5) Teachers evenly use community resources by both ways of introducing them into school and extending them back to community. 6) Teachers make use of community resources for theirs teaching methods diversely, teaching guided by learning sheets chiefly. Also there are diversified learning activities for students, those in the majority are observation and undergoing the experience and filling out learning sheets. 7) Most teachers make multiple assessments, instead of conventional ones giving priority to paper-based tests, when they use community resources for homeland education. 8) Almost all teachers hold that using community resources for homeland education is provided with educational value and significance, which will be favorable for students and foster students’ native knowledge to arouse their sentiment of the beloved homeland. 9) Students, teachers, schools, courses and communities should be operated in coordination one another for improvement, especially in courses, so that teachers are more willing to use community resources for homeland education and such performance can be enhanced. 10) The current situation of teachers’ making use of community resources for homeland education is greatly affected by the variance of their background. On the grounds of the forgoing conclusions, there are several suggestions from this study. 1. Educational administrative institutions should offer more flexible, communized course contents and award subsidy for use of community resources and R&D of teaching materials. 2. Communities must reinforce their resources and the community development should be planned toward the schooling and the establishment of the community resource center. 3. Schools should set up a community resource teaching material center, build up an applicable series of safety mechanism responsible for outdoor homeland education, and reinforce communication and interaction with communities. Schools also must take the initiative in giving assistance to the planning of homeland education and host regular training for new teachers in perceiving community resources. 4. Teachers should strengthen their professional skills in homeland education and set up a collaborative mechanism between them. 5. Recommendations to follow-up studies include: implementing a case study, adopting the measures by observation and comparison. Key words: Community Resources, Homeland Education