| Summary: | 碩士 === 國立雲林科技大學 === 技術及職業教育研究所碩士班 === 91 === The purpose of this study was to develop a vocational school’s new business curriculum by applying a school-based curriculum development (SBCD) model. An action research approach was employed to conduct the study. The uniqueness of this study is that it treats a business program, instead of the whole school’s curriculum, as the study unit for curriculum reform practice. Another feature of this study is that it is a bottom-up , spontaneous-oriented curriculum reform action.
The literature review shows the successive changes of business department curriculum. It also shows the theory of technological and vocational education curriculum and the developing mode. The school-based curriculum theory practice, and related methods are presented as well develops the suitable theory basis and application modes to develop a new business curriculum. Then this study applies the develop of mode to the real situation. At the final stage, the researcher examines the feasibility of the curriculum develop of mode and the effectiveness of the finding in this study by helding a conference with experts.
The study takes place in the school in which researcher teaches. The participants of the study include teachers, school staffs, students and community members. Data used in the study comprises students’ questionnaires, interview records, meeting records, observation records, etc. After a thorough research and cross analysis ,this study aims to obtain objective interpretations.
The six conclusions of the study are as follows.
I.The successive changes of vocational business curriculum is modified with the demand of economical composition. In the 89th academic year credit curriculum structure the "school-decided curriculum" appears for the first time. It’s a new age era for school-based curriculum of vocational senior high school
II.The modes that are applicable to business curriculum development in senior high vocational school are those of Lo-dah harn’s , Li-long cherng’s (APIE), Lin-chun yen, Weng-shang chin, and Yang-min rong,Huang-meng liang’s (PPDEE), and Yang-min rong’s .
III.There are five stages of “the mode of school-based curriculum developing for business departments”. The five stages and they are strategy planning, curriculum planning, curriculum designing, curriculum implementation, and curriculum evaluation.
IV.The purpose of the strategy planning is to organize a work team for planning curriculum of business departments, analyzing the difference between the current and future curriculum, evaluating the demands, and deciding the future features of the business departments. As for the stage of curriculum planning, it aims to establish the committee for developing business department curriculum, to set up the curriculum framework of the school-decided curriculum, including the way of implementation, teachers human resources planning of business departments, and space and facility planning.
V.The practical achievement of curriculum developing contain of the decision of curriculum name after transforming (Business Information Department), goals and features of the department, 3-year curriculum flowchart, teaching outlines of some subjects, weekly teaching hours sheet. Total 13 documents and forms of all the stages are presented in this study.
VI.The problems the researcher encountered in the process of the curriculum developing can be categorized into three parts: educational policy, business department curriculum development, and the design of consistent curriculum.
A. ational policy
(1)It’s too hasty to give subordinates the authority of curriculum planning for technological and vocational education system.
(2)There’s no network system of curriculum developing
B.Business department curriculum development
(1)Tachers don’t have the ability to develop the curriculum.
(2)Teachers don’t have enough time.
(3)Teachers don’t have enthuiasm about the curriculum development, and they think that it is an extra burden besides teaching.
(4)It’s hard to evaluate the quality of curriculum developing.
(5)The leader of curriculum developing should possess the professional ability and persistent personality.
(6)Affected by the College Entrance Exam, the curriculum developing is exam-oriented.
C.Design of continued curriculum,
(1)The problems caused by school-decided curriculum,
(2)The problems of the required curriculum by Education Ministry only for single semester,
(3)Confusion about teaching new curriculum to business department of vocational high school, such as “Case Study”.
According to the conclusions mentioned above, this study offer the following suggestions
I.Suggestions for the administration authorized
(1)The concept of school-based curriculum has to be broadcast widely to make the senior high vocational schools prepare the curriculum developing in advance.
2)Teaches rofessional ability for curriculum developing should be developed, including a work team, seed teachers and holding continuous speech or committee for curriculum developing.
(3) Teacher education institutes should emphasize on developing pre-teachers' curriculum design competence.
(4) Take consideration of reducing teaching hours of senior high vocational school curriculum planning team members, which can upgrade the quality of school-decided curriculum.
(5) The curriculum developing centers should have their own websites, on which it provides the relevant documents or tools to solve the problems in the process of senior high curriculum developing.
II. Suggestions for vocational senior high schools
(1) If the principal or assistant principal can play an aggressive role in the process of curriculum developing, it will be helpful to decrease the related resistance.
(2) Encourage teachers to participate in the committees for curriculum developing or refresher courses to equip some teachers with the curriculum develop of competence.
III. Suggestions for further studies
(1) The further studies of the process of action research can be extended to practical teaching and the evaluation.
(2) The members of school-based curriculum developing can involve parents and community members. However, the plan should be formulated cautiously in order to make the members participate willingly.
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