| Summary: | 碩士 === 國立臺東大學 === 教育研究所 === 92 === The Promotion of Feasible Strategy of School-based Curriculum Development - A Case Study of Chan Wang Elementary School in Kaohsiung
Abstract
The flexibility of the nine-year integrated curriculum has been the key to the reform of teaching activities. In addition to the required teaching material, the school-based curriculum, rested on the components of new learning time and space as well as the new thinking, has been the leading development trend. In general, the development of the school-based curriculum should be decided on the SWOT (Strength, Weakness, Opportunity and Threaten) analysis in consideration of the availability of internal resources and the advantage and threat of the external environment. Furthermore, the consensus reached by the teachers and parents as well as the vision of school development should be concerned. Then, a diversified and comprehensive thinking and plan will be proposed to develop the characteristics of the school and to educate students with humanitarianism, integrity, democratic disposition, and the most important, the ability to conduct life-long learning.
At the beginning, Chan Wang Elementary School, like others, follow this model to develop the school-based curriculum; however, after participating in the discussions on several teaching activities and looking at the examples of other schools, we came out with a new idea－ Is it possible for the school-based curriculum to focus on other things besides theme, team teaching, school-based situation, and seven teaching disciplines? Probing into its meaning and the thread of the thought in depth, we will find that the true meaning of the educational reform should take the learning needs of students as the first priority. From required teaching material to the self-designed curriculum, the SBCD (school-based curriculum development), indeed, symbolizes for the liberalization, but in fact, the process to promote still tends to focus more on “top down”, the compulsory curriculum, than “bottom up”, the willingness and voluntary participation of teachers.
To reflect on that insight, we have made the adjustment on the administrative structure, worked on the SWOT analysis, changed on the content and method of advanced studies of teachers’ learning, arranged situational learning, and the like. We believe that the SBCD should integrate with the characteristics of Chan Wang Elementary School and it should be school-oriented. Communicative and coordinating methods should be adopted in the forming of curriculum development and design group, the establishment of the school-based curriculum content and structure, the indication of proficiency and learning process, and drafting of lesson plan and teaching activities. The Administrative Office, which is in charge of the curriculum project, should give the utmost attention to teachers’ opinion; the R&D Team, which is responsible for the implantation work, should maneuver the preparation work and provide consulting service. It is our hope that through the emotional support, although the SBCD works with the “top down” mechanism, it will also has the “bottom up” recognition for teachers to have their freedom to conduct teaching. Therefore, SBCD will stimulate the interest and participation of teachers as well as encourage the peer learning. Teachers, on the other hand, will be able to take part in the dynamic curriculum and reform process, to make the progress among constant changes, and to present the professional practices. The SBCD will meet the fulfillment of individual teacher and the vision of the school.
Key Word: SWOT (Strength, Weakness, Opportunity and Threaten), SBCD (School-based Curriculum Development), School Culture
|
|---|
