| Summary: | 碩士 === 臺北市立師範學院 === 課程與教學研究所 === 92 === This research aims to discuss the operation of school-based curriculum and the school-based curriculum development and curriculum implementation of integrative activities in Taipei Pingping Elementary School. The topics to be discussed in this research include the operation of school-based curriculum, the development and operation of integrative activity curriculum, the process and result of the curriculum framework of integrative activities, and the design and implementation result of integrative activity education. The research adopts the concept “teacher-as-researcher” of the “action research” approach. Through interviews, conferences, observations, self-reflection, and document analysis, the researcher has successfully collected and analyzed information. The results are listed as follows.
1. Originally, the school plans to carry out its curriculum leadership with an advanced scheme and in an up-to-down vertical way. However, due to lack of curriculum leadership, the operation results turn out different. Also, confined by the curriculum development mode of using designated textbooks, the features of this school’s development are limited.
2. Personal amity and whether or not the teachers are well informed of the developing direction and expected orientation of the school play important roles in the school’s curriculum development. By creating a democratic environment, offering timely encouragement and enhancement, respecting the needs of members, and offering resource support, the passing on of experience can therefore be facilitated and teachers can have more confidence in curriculum development when they devote themselves into the development.
3. “The use of money” and “the design of work-and-rest schedule” are the two major contents in the school’s curriculum. Teachers’ assistance is key to the formation of daily habits of young pupils. The curriculum in the first learning stage of integrative activities doesn’t vary with the location of the school.
4. Regarding the design of instruction, experience and retrospection is emphasized; the curriculum implantation focuses on the attitude about time, the practice of routines, and the application of education resources; concerning education evaluation, the observation of students’ behavior will be reinforced and parents’ idea on evaluations and examinations will also be embraced. Moreover, teachers’ personal characters and style of teaching are also important factors in curriculum implementation.
Finally, based on the conclusion in this research, suggestions for Pingping Elementary School, education administrative authorities, and follow-up research are made as references for future development and improvement.
|
|---|
