The Research on the Learning Area in Integrative Activities and on the School-based Curriculum Development: Taking Chi Nan Primary Schoolas an Example

• Main Authors: yu-chin chang, 張玉卿
• Other Authors: 劉春榮
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/32394645796068464284

碩士 === 臺北市立師範學院 === 國民教育研究所 === 93 === The Research on the Learning Area in Integrative Activities and on the School-based Curriculum Development: Taking Chi Nan Primary School as an Example Abstract The goals of this research were to understand the origins of integrative activities as well as the school-based curriculum at Chi Nan Primary School and to understand the processes of curriculum development, the results of curriculum development, the situations of carrying out curriculum, and curriculum evaluation. What was more, this study was aimed at understanding the difficulties that the teachers met during the process of developing and carrying out curriculum. Chi Nan Primary School could regard this research as the reference to the future development of integrative activities and the school-based curriculum. This study could provide teachers and institutions relating to administration with a reference to the future research into Grade 1-9 curriculum development as well. To attain the above-mentioned goals, this research adopted the method of case study and collected data through analyzing articles and interviews. Then, the writer made an analysis and induction based on the data she collected. According to the data analysis, the results were as follows: （1）The feature of Chi Nan Primary School is pastoral teaching . Hence, the school develops integrative activities as well as the school-based curriculum to keep its feature, pastoral teaching. （2）The processes of the development on integrative activities and curriculum: (a) analyzing situations (b) establishing organization (c) setting goals (d) charting programs (e) explaining and fulfilling (f) evaluating and revising （3）Integrative activities can incorporate features and cultures, including pastoral curriculum, activities of student affairs as well as counseling, and activities of the whole school. Furthermore, structuring the curriculum systematically is based on competence indicators. （4）Compiling the curriculum is through precise division of labor on administration and flawless plans. To complete the whole school’s design of integrative activities, teachers cooperate and their teaching is based on the schedule. Nevertheless, novice teachers are unfamiliar with teaching materials and resources. Accordingly, they feel anxious as they design the curriculum. （5）Homeroom teachers are in charge of the curriculum. Team teaching is encouraged. With regard to pastoral teaching, however, teachers feel that they do not have enough expertise of science. （6）The result of carrying out activities is excellent. The difficulty that needs to overcome is that novice teachers do not have enough expertise of pastoral teaching. （7）When it comes to integrative activities, students like them and teachers take a positive attitude toward students’ study. （8）From many parents’ real actions, it is observed that they support integrative activities. （9）Chi Nan Primary School has the honor to win the top prize on curriculum evaluation from Education Department of Taipei City Government, which can be seen at the heart website. Teachers feel that the self-evaluation should center on feedback and self-examinations of carrying out the curriculum. （10）The curriculum on the integration, revision and innovation of content should be reinforced. （11）Teachers are not very familiar with how to make use of resources properly. They thus need time to understand. （12）As for fulfilling integrative activities, the greatest expectation that teachers cherish is the workshop that meets their demands. Strengthening the parts of self-reflection and records of feedback about carrying out teaching can improve teachers’ expertise. To sum up the findings of this study, the writer puts forward suggestions at the end of the thesis to provide the schools and administrative organizations with the references to future study. Key words: school-based curriculum development, learning area of integrative activities