| Summary: | 碩士 === 臺中師範學院 === 國民教育研究所 === 93 === The purpose of this research was to explore the features and situations in the case teacher’s Life curriculum practice, the potential problems in the teaching practice. Researcher team consisted of the case teacher and her colleagues who designed the tentative lesson plans for lower grade in the elementary school in the semester.
This research adopted qualitative research method. Data were collected through classroom observations, formal and informal interviews, and document analysis.
According to the research purpose and method, the findings of this research were as follows:
1. Three stage in Curriculum design:
(1) In the first stage, the case teacher taught and developed the supplementary materials according to the textbook of Life curriculum.
(2) In the second stage, the case teacher taught and developed the complete supplementary materials according to the Life curriculum competence indicators and children’s ability.
(3) In the third stage, the case teacher can practice her teaching job easily according to the competence indicators in her Life curriculum practice.
2. Influences and changes of the case teacher:
(1) According to the competence indicators, it can reduce the cognitive load of the case teacher’s practice.
(2) The case teacher acts as a guide to help students to obtain the competence.
(3) The case teacher has the professional self-growth in designing and teaching the Life curriculum.
3. The problems to be solved:
(1)It is hard to have a common consensus in Life curriculum among the teachers that teach the social study, arts and humanity and science and living technology .
(2)The public can hardly value students competence over their academic achievement.
(3)It is deficient in the cooperative time and the aspiration between the teachers in the case school.
The results of this research provide concrete suggestions for the elementary school teachers and administrators. Finally, some suggestions are made for further researches.
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