| Summary: | 碩士 === 國立屏東教育大學 === 教育行政研究所 === 96 === To be located at the community, teachers’ engagement in the community has become another expectation of educational reform in Taiwan . While the community become the space of teaching is an extension of school teaching. The teachers of community bring plenty experience of life and local knowledge into the scene to make students understand their own living environment and the life questions, construct their own cultural space, and therefore students can develop their cultural identity and value of life.
The Ta Lou community is a min community which is also very successful in the community development. And Ta Lou elementary school is a countryside school in northern Pingtung which has similar conditions with local small schools. Therefore, the process and experience of community-based curriculum development of Ta Lou elementary school during the last three years (2006-2008) has become the research focus of this study.
The research objectives are as follows: (1) exploring the methods and process of development and construction of Ta Lou elementary community-based curriculum; (2) understanding the growth of teachers and what they have learned from the procedure of the community-based curriculum. (3) analyzing the following consequences of community-based curriculum development and the possible issues.
The method of action research, documentary analysis and participant observation have been adopted in this study, the researcher described, organized and analyzed the three-year community-based curriculum and bring up questions, criticism to conditions and self-examination. The community-based curriculum including : “Ta Kang Yang”, “Ta Kang Yang and scenery of Ta Lou” and “Classrooms in the community.” And concrete methods for developing community-based are as follows: (1) through the communication among the school administrative personnel, the teaching team, and the community public figures, shape the development of the school-based curriculum; (2) the community teachers worked out the curriculum and teaching materials through process of cooperation; (3) digital archive teaching team (NPUST & NPUE) supported the production of digital teaching materials ; (4) through the connecting of community of the community to construct the network of the community-based curriculum and teaching resources; (5) the results of community-based curriculum development of the Ta Lou including the curriculum teaching plans, learning sheets, test materials, assessment and curriculum evaluation form.
Conclusions show as follows:
1. Constructive procedure and methods of curriculum :
(1) The construction of community-based curriculum provided the teachers a true field of the action research and enabled teachers to develop their professional experience of curriculum development.
(2) The collaborative action research in developing the community-based curriculum is a process of dynamic change.
(3) The leader of the community-based curriculum should be able to take challenges.
(4) The point of the community-based curriculum leadership is to start up the enthusiasm of teachers.
(5) The development of the community-based curriculum can expand the vision of teaching and enable the teachers to pursue further education.
2. Growth of the teachers and what they have learned through the process of community-based curriculum development.
(1) Professional growth of the teachers is integrated with education, politics, society and cultural ideas.
(2) The community-based curriculum, teachers and students are subjects that interact.
(3) The development activities of the community-based curriculum provided growth experience of teachers’ profession.
(4) The development of the community-based curriculum provided chances of cooperative learning between teachers and students and communication between the school and the community.
(5) The development of the community-based curriculum strengthen the experience cultivation and deepening consciousness.
3. The difficulties of community-based curriculum development.
(1) The competence indicators of compile communal curriculum aren’t perfect.
(2) The available time for teachers in community-based curriculum development is insufficient.
(3) The twelve themes of the community-based curriculum are too complex and it’s difficult to explore deeply.
(4) The design for the curriculum of the “community action” is insufficient.
(5) The creativity of some teaching strategies is insufficient.
(6) With new curriculum policy and practice which always made teachers so busy, therefore the enthusiasm of teachers may weakened.
(7) The real effects of community-based curriculum is a long-term practice.
4. According to the conclusions above, this researcher puts forward the following suggestions:
(1) To regulate the curriculum plan and practice according to the competence indicators.
(2) Teachers should collectively work out a “practicing week of community-based curriculum” for each semester.
(3) To expand the team teaching among the teachers and make the best use of human resources.
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