| Summary: | 碩士 === 國立台北師範學院 === 課程與教學研究所 === 93 === Abstact
"I", as an elementary school teacher, try to transcend the limits of my hypothesis and belief, through representing my personal experience and awaking my curriculum consciouseness. Therefore, I am apt to use my new understanding to adjust myself to face new challenges of my teaching.
My main research is to explore the scientific curriculum which I am teaching. The first aim of my research is to explore my content of curriculum consciouseness. Second, I try to find out the constructive process of my curriculum consciouseness. Finally, I hope to obtain the inspiration from rethinking the importance of awaking curriculum consciouseness.
The research technique is based on life-narrative. In the research, I collect all related materials including myself and those who are closely related to my curriculum. I interview important people who I am familiar with, including the school administrative personnels, the colleagues, the schoolmates, the students and my family members. Besides, I observe the school vein and the teaching scene as my narrative field. I hope to recreate the meaning of the curriculum from the main observation and introspectation of my interaction and the dialogue between me and the students. When I felt frustrated and confused, I discussed with my colleagues to clarify our curriculum consciousness and provide the different point of views. On the other hand, my personal files including：curriculum designs, my teaching note, teaching observational records, students’homework, autobiography and class-note in graduate school etc, are materials which enrich and fulfill my research.
I try to figure out the connotation of my curriculum consciousness from my life story. I found my journey is not only the track of feminine curriculum consciouseness, or the awaking of curriculum consciouseness which students being subjective learners, but also the awaking of curriculum consciouseness which teachers and students are intersubject, and the inspiration of the critical curriculum consciouseness via reflective dialogue between teachers and students. To me, the instructive processes are unseparated with the factors below： curriculum consciouseness inlaid in life-world, curriculum consciouseness shaped from life experience, curriculum consciouseness reconstructed from dialogue and reflection, curriculum consciouseness combined from the interaction between teachers and students, as well as curriculum consciouseness encouraged from the theory and practice. The inspiration I obtained is that the curriculum consciouseness promote the growth of teachers’ professional, and it also help to improve teaching in practice. Besides, telling curriculum consciouseness is similar to share curriculum experience. In addition, narrative study provide the way to awake teachers’ curriculum consciouseness. At last, curriculum study should emphasize on the narrative of teachers’writing and telling their life-story.
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