| Summary: | 碩士 === 慈濟大學 === 教育研究所 === 95 === The purpose of this study is to explore the current development status of school-based curriculum with Still Thoughts Instruction in Tzu Chi Junior High School affiliated with Tzu Chi University, and the predicaments which the school is confronted with. In order to achieve the above purposes, with the faculty of Tzu Chi senior high school as its main subjects, this study uses the methods of participation in observation, document analysis and interview to collect data. By sorting, analyzing, generalizing and concluding the collected data, this research finds that:
I. Current Status of school-based Curriculum with Still Thoughts Teaching in Tzu Chi junior high school:
1. For the result of Observation on Teachers:
Master Cheng Yen is a spiritual norm and a living-water source for a teacher to teach Still Thoughts: It is necessary for Still Thoughts Instruction to implement the life education in conformity with class scenarios and also to flexibly utilize it.
Tzu Chi Junior High School has abundant resources for the implementation of Still Thoughts Instruction. The teacher blends his/her knowledge & experiences to integrate and utilize his/her resources. A student’s life education is the focus of teacher’s “Caring”. And students’ lodging life also becomes the category or focal point of life education.
2. For the Achievement of Cultivation Study:
The administrative staffs will lead the faculty to study Still Thoughts Instruction. It is very helpful for Tzu Chi junior high school to form its cultures & humanities and to build its atmospheres. The study program is a breeding ground for the cultivation of Still Thoughts Instruction seeds and a living-water source of teaching resources, providing the teachers an opportunity for their mutual learning and self-developments.
3. For the Analysis Result of Interviews:
With the advantage of geography, Tzu Chi Junior High School has the best background as an assistance power in the inheritance of Tzu Chi spirits or the development of Still Thoughts Instruction. The school also has made a lot of mental & physical efforts to enhance the Instruction of Tzu Chi Still Thoughts. The administrative team plays a decisive role in the teaching of Still Thoughts. Through an open dialogue field, it is helpful for the infusion and the updating of curriculum resources. And a teacher’s participation in the curriculum study program is a driving force for promoting the development of school-based curriculums.
A teacher’s capacity and disposition is an important factor for the success of school-based curriculum development with Still Thoughts Instruction. The design of Still Thoughts Instructions can follow the pulse of Tzu Chi or make a flexible planning according to the class scenario. And the scenario education is an extension of Still Thoughts Instruction.
II. Factors of Influencing the school-based Curriculum with Still Thoughts Instruction and predicaments faced by school:
It is necessary for the implementation of school-based curriculum to take more time and responsibilities. Although some teachers feel it is a burden in the beginning, they will sublimate the burden of teaching into a sweet load after being moved and affected by the spirit of Still Thoughts Instruction gradually through long-term edifications and internalizations.
The Still Thoughts Instruction belongs to a curriculum of humanities without instant effects & results. If a teacher could not have a clear idea about using Still Thoughts Instruction as the basis point of school-based curriculum development, then it is easy for him/her to be biased against his/her attentions to the courses.
Lastly, this study provides various suggestions for teachers, schools, administrative agencies and follow-up researches according to the above conclusion. This study expects that the implementation of Still Thoughts teaching will be helpful for the development of school-based curriculum.
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