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• Main Authors: Chen-yen Li, 賴乾永
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/89308147599194838328

碩士 === 國立中正大學 === 教育研究所 === 94 === Abstract The study delves into the process and results of implementing the curriculum of 6th-grade class teacher by means of action research. The researcher, playing as the role of class teacher, conducts action research on the 6th-grade “HAPPY CLASS“ of the Hsi-Yuan Elementary School where the researcher is currently working. The data are collected in the mode of tape recording, video recording, students’ learning notes, observation record, pre- and post-test study reports. The conclusion of the study is as follows: 1. Problems encountered during the implementation of action plan on curriculum (1) Inability to secure funds or time to conduct seminars to enhance the professional expertise of the teachers. (2) Problems on time, site, personnel selection and training during the peer teaching. (3) Insufficient publicity and spread of the curriculum implementation to the parents of students. (4) Problems of connection with integrated curriculum during the teaching process. (5) The supervision of the curriculum became a mere formality. The researchers are in no position to go forward the first step on curriculum supervision due to lack of faith. 2. Proposed action plan on curriculum implementation (1) Activity planning for enhancing the professional expertise of teaching staff To enhance the intellectual potential through literature reading, organization of collaborative conferences, thesis reading club, brain-storm conference of mathematics domain and systematization of participation in on-the-job training. (2) To complete the pre-implementation administrative support and grouping of students for peering teaching. (3) The teachers should actively keep parents well-informed of the related measures on curriculum implementation through the communication book, telephone and home visit. (4) Connection of teaching process with the integrated curriculum: which includes design of teaching process and specialized supervision according to the curriculum program, such as connection to “written curriculum”, “supported curriculum” and “assessed curriculum”; connection to “written curriculum”, “taught curriculum” and “learned curriculum”; connection to “hidden curriculum” and “learned curriculum”? (5) Methods adopted for implementation of administrative support and curriculum supervision: To strengthen the tacit understanding between the researcher and the supervisor, and the team spirit; to plan and confirm the multiple support systems required for curriculum implementation; use more effective curriculum supervision method to provide stimulus, encouragement, idea, teaching materials and skills for solving the problems. 3. Inviting the colleagues of Hsi-Yuan Elementary School, guiding professor and students of National Chung Cheng University to serve as coordinated researchers for supervision of the action research, and to conduct a short-term training program to help peer teachers how to design simple teaching procedures, normal work rules and working environment. 4. Implementation of the action plan for curriculum implementation of 6th-grade class teachers through a spiral process of action and introspection. 5. Evaluation of the students’ study accomplishments, the teaching results of teachers, the effect of curriculum program, and the results of integrated curriculum implementation: (1) Evaluation of the students’ study accomplishments The formative evaluation of the target accomplishments reveals that the students, Chih-Fan and Ru-Li may be acquired only by relying on the remedial teaching of teachers and peer teaching. The summative evaluation is based on the comparison of pre- and post-test papers and analysis of start and final behavior of students. It is found that after test the curriculum implementation program is of great help for the study results of Chih-Fan. The program is also helpful to the study results of Ru-Li, but not as obvious as the results of Chih-Fan. Using the multiple evaluation method to evaluate students’ study results posted conspicuous improvements for the student, Chih-Fan, in monthly examination scores, completion of homework of that day, homework correction and parent evaluation. For the student, Ru-Li, improvements were found in completion of homework of that day, homework correction, increase of number of speaking in class and parent evaluation. (2) The teaching results of the teachers were good in substance, except for the following aspects that need to be improved: (a) teaching circumstances setting; (b) the smoothness of the teaching and resources utilization; (c) unawareness of the motive behind the problems of individual students; (d) inability to compare different problems and topics by using objective evidence; (e) failure to completely master the activities targets while the research objects are in class. (3) The overall performance of the evaluation on curriculum program was good in substance, except for the two shortcomings that need to be corrected: (a) teaching materials of the curriculum was dull in format and external appearance; (b) the ability indicator of guiding connection with mathematical teaching was not clearly marked. (4) Results of integrated curriculum implementation The followings need to be improved in this research: (a) poor coordination and liaison of administrative support; (b) reinforcement of contributing factors and countermeasures for researching the problems of curriculum program implementation; (c) insufficient cultivation of teachers’ coordinated cooperative atmosphere; and (d) feedback of the evaluation results to the school for its curriculum development and organization; and (e) curriculum development committee’s taking the view that the revision of curriculum program lacks persuasiveness. The study, in accordance with above-mentioned research conclusion, puts forth suggestions for five aspects, namely, the administration of Hsi-Yuan Elementary School, researcher, curriculum, parents of research targets, as well as the follow-up research.