| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 94 === The study is aimed to explore the curriculum praxis of elementary teachers for integrating social issues in instruction taking environment education as an example. Using the qualitative research, case study as study method and Sunshine Elementary School in Tainan City as subject, the researcher uses interview, observation, and document analysis to discuss the process, results, difficulties, solutions, and determining factors of curriculum praxis for integrating social issues in instruction. Some significant results in the study are as follows:
1. The process of curriculum praxis for integrating social issues in instruction
The process of curriculum praxis for integrating social issues in instruction needs the cooperation of all the teachers and the curriculum leadership of the principal and the director in a school. At designing, planning, operating, and evaluating stages, teachers need to demonstrate their enforcing, planning, transforming, and reflecting abilities professionally while they take action, think, make decisions, and reflect.
2. The results of curriculum praxis for integrating social issues in instruction
The results of curriculum praxis for integrating social issues in instruction include the followings: (1) the creation of school features and the enhancement of school competitiveness (2) the chances of multi-learning and increase of related knowledge for students (3) the reshaping of teacher′s roles and the development of their professional literacy (4) the establishment of concrete and practicable mode of curriculum praxis and the promotion of adaptive creativity. The curriculum praxis for integrating social issues in instruction affects schools, teachers, students, and curriculums.
3. The difficulties and solutions of curriculum praxis for integrating social issues in instruction
In the process of curriculum praxis for integrating social issues in instruction, the Sunshine elementary school has following problems and difficulties: (1) In the aspect of school are “the short development of school history”, “the lack of connection between administrative offices”, and “the absence of lunch kitchen”. (2) In the aspect of teachers are the lack of “cooperative attitude”, “relative professional literacy”, “relative knowledge”, “idea praxis”, “whole participation”, and “the release of pressure”. (3) In the aspect of students is “the lack of similar degree”. (4) In the aspect of curriculum are “the lack of the link between curriculums”, “the lack of implementation”, and “the lack of integrative methods”. The problems and difficulties are solved after the curriculum leaders and teachers of Sunshine elementary school demonstrate their professional literacy.
4. The determining factors of curriculum praxis for integrating social issues in instruction
The curriculum praxis for integrating social issues in instruction is affected by the internal and external factors: (1) The internal factors are teachers’ “experiences”, “motivation”, “ideas”, “interpretation for environment education”, and “interaction between colleagues”. (2) The external factors include the following four aspects: the first aspect includes students’ “grades”, “needs”, “feedback”, and “interests”. The second aspect includes “curriculum leadership”, “key development”, “organizational atmosphere”, and “administrative plans” of the school. The third aspect includes the “standard”, “resource”, and “time” of curriculums. Finally, the fourth aspect includes “resource of space and manpower” and “cultural characteristics” of the community.
The suggestions of the study are as follows:
1. The leaders of Sunshine elementary school should listen to the ideas and voices of teachers, popularize the experience of curriculum praxis to other schools, and elevate the essential meaning of curriculum praxis.
2. Schools should notice the following points when they integrate social issues in instruction. The curriculum leaders should demonstrate professional curriculum leadership, form school’ consensus, encourage teachers’ cooperation and participation. In this way, the organization can indeed fulfill the mechanism of school. Besides, the curriculums are supposed to be whole-planned, clear-aimed, well-connected, easy-actualized, sustainable-managed, simplified, engaged, internalized, and fulfilled in life. Using the advantages of the school well, the curriculum praxis for integrating social issues in instruction will be successful.
3. In terms of curriculum praxis for teachers to integrate social issues, teachers should start individual motivation, actualize their ideas, develop professional literacy, popularize cooperation, and actualize personal praxis.
4. The education authorities of education should encourage teachers to engage in curriculum praxis, establish the mechanism for teachers to share with each other, and popularize the policy on integrating social issues in instruction.
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