Exploring the current situation as well as the problems concerning the practicing of Flexible Curriculum in elementary schools in Penghu and making

• Main Authors: Yu-chia Liu, 劉又嘉
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/55288977822091062934

碩士 === 國立臺南大學 === 教管所課程與教學（澎湖）碩士班 === 93 === This study aims at exploring the current situation as well as the problems concerning the practicing of Flexible Curriculum in elementary schools in Penghu and making, based on the results of the research, propositions for the reference of administrative authorities of education, elementary schools and teachers on the implementation of Flexible Curriculum. This study focuses, first of all, on collecting documents so as to explore relevant studies concerning the investigation of background ideas, the analysis of concepts, the planning and practice of Flexible Curriculum. Secondly, it adopts the method of questionnaire survey to gather information about the practice of Flexible Curriculum and the opinions from 290 1st to 5th grade homeroom teachers in 41 elementary schools in Penghu. The result was analyzed based on certain statistical methods such as percentage and frequency. Then 10 teachers were interviewed for their viewpoints about the current situation of practicing Flexible Curriculum as well as its problems, which complements the insufficiency of quantitative research. The results of this study are as follows: I. The planning and the current situation of the practice of Flexible Curriculum 1. The projects of Flexible Learning Hours vary from one school to another, but more than eighty percent of the schools adopt free hours. 2. The content of Flexible Curriculum is decided by the Curriculum Development Committee in over fifty percent of schools. 3. More than eighty percent of the schools plan their Flexible Curriculum together with their Subject Learning Curriculum and more than seventy percent of them take the Six Issues into account. 4. More than sixty percent of the schools carry on group teaching of combined classes in Flexible Learning Hours. 5. More than seventy percent of the schools offer typical classes for Flexible Learning Hours, which causes the lack of flexibility in respect of the content of Flexible Curriculum. The typical classes here refer mainly to English and Computer classes. 6. Eighty percent of the schools use Flexible Curriculum to develop school-based classes among which music, followed by calligraphy and reading, is mostly put emphasis on. 7. Each school’s planning of Flexible Curriculum relies mostly on activities of the whole school and of individual classes. More than ninety percent of the activities regarding the whole school should be in coordination with the school schedule whereas eighty percent of the activities regarding individual classes are mostly used on the remedial teaching. Only ten percent of the schools work on projects regarding activities of the whole semester. 8. More than fifty percent of the schools adopt self-regulated learning of students for Flexible Curriculum. 9. More than sixty percent of the teachers don’t prepare school’s own teaching materials for Flexible Curriculum. 10. Eighty percent of the schools and more than seventy percent of the teachers do not implement assessment for Flexible Curriculum. II. The viewpoint and the degree of satisfaction regarding Flexible Curriculum 1. Most teachers think that Flexible Curriculum enables the development of schools’ and classes’ own characteristics and makes the time-table more flexible, and therefore support the implementation of Flexible Curriculum. 2. Most teachers are satisfied with the planning of Flexible Curriculum and the accomplishment of the implementation. 3. The emergent problems of Flexible Curriculum include: the lack of facilities in school, too many activities that need to be concerned, the replacement of Flexible Learning Hours by Area Learning Hours, the lack of flexibility on the planning of curriculum, the insufficiency of English teachers, the insufficiency of teachers’ professional ability, the lack of time of teachers, and the lack of discussion between teachers. At last, this study, based on the results of research, makes further suggestions to administrative authorities of education, schools and teachers in the hope that they might be of great help to the implementation of Flexible Curriculum in elementary schools and related authorities in Penghu.