A Case Study about "The Development of School-Based Music Curriculum"--talkung one elementary school in Taichung as an example

• Main Authors: I-ying Hsieh, 謝譯瑩
• Other Authors: Fung- Ching Cheng
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/41127336015881449682

碩士 === 國立臺南大學 === 國民教育研究所 === 92 === The main purpose of this study is to explore the status of the development of school-based curriculum in Magic Elementary School (pseudonym), including the background of the development of school-based curriculum, the process of the development of school-based music curriculum, the status of which the general music curriculum put into effect, and the obstacles confronted while developing curriculum, as the reference of the development of school-based music curriculum. To do this, individual research approach, interview, observation and analysis of documentary are used to collect information. Then organizing, analyzing, and inducting the information collected. The main findings of this study are listed as follow: 1. From the experience of exploring the Magic Elementary School, the strongest condition in the development of school-based curriculum is that “people”, “affairs”, “matters” could be matched well with each other. The development models are situation analyzing, target drafting, curriculum designing, curriculum practicing, and redesigning after evaluation. 2. Up to now, developing the school-based music curriculums hasn’t matured in our country. It lacks professional teachers, budgets, and equipments 3. The school-based music curriculum in Magic Elementary School is developed by the organization operating, to determines the direction of the curriculum development, finally formulates the curriculum topics for every grade. It uses the learning field integration, adopts the Arts and Humanities ability index of the Nine-year Consistent Curriculum, and then takes school-based curriculum in the learning field curriculum and practices them together. So as the development of music curriculum. 4. The general music curriculums are practiced in Magic Elementary School by planning the school-based music curriculum, by improving teachers’ personal specialties, by the cooperation of the administration and academic units, and by providing students more opportunities to contact music. 5. The obstacles that the Magic Elementary School confronted while developing the school-based curriculums are the insufficient common consensus among the colleagues, the lacks of teachers whose specialty is drama, and the uneasy evaluation of the curriculums. This can be solved by encouraging teachers to pursue further education, by increasing the mutual reactions of teachers, by planning curriculum outlines, and by developing the evaluation index.