| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 96 === This research aims to go into the operation of the curriculum decision-making teams under current curriculum reform contexts and its influences on teachers’ reflective practice. According to the research objective, three major parts of literature review are presented in this paper: (1) analysis of the task, purpose and function of the curriculum decision-making teams; (2) discussions on the meaning, nature, level, model, subject, category, process of curriculum decision-making as well as the influencing factors it; (3) inquiry of the related concepts on teachers’ reflective practice. As for the research method, qualitative case study is employed, which includes observation, interview and document analysis. The conclusions of this study are as follows:
I. Learning area groups are initiated and reformed gradually through the cooperation of the course coordinators.
II. The curriculum initiatives in area group level are achieved through team members’ mutual discussions.
III. The curriculum initiatives in the area group level mainly focus on the organization and implemental structure of general curriculum factors.
IV. The curriculum initiatives in the area group level facilitate curriculum deliberation.
The last finding mentioned above results from the following four aspects: (1) The curriculum deliberation of the curriculum decision-making teams represents teachers’ reflective practice; (2) The degree of the curriculum deliberation accords with the depth of teachers’ reflective practice; (3) Teachers’ reflective practice centers on problem-solving; (4) Reflective practice tools help personal reflection and improvement in practice.
Based on the research findings, several suggestions are offered to the teacher- training institutes, schools and teachers.
I. Suggestions to teacher-training institutes:
a. Developing professional reflective practice curriculum.
b. Establishing reflective-practice-oriented evaluation program.
II. Suggestions to school administrations:
a. Forming empowered administratively supportive systems for curriculum decision-making.
b. Encouraging open, safe and reliable atmosphere for reflective practice.
III. Suggestions to the learning area groups and individual teachers:
a. Building teaching cooperation platforms based on “study” and “research.”
b. Stimulating reflective practice through constructive professional dialogues.
c. Making good use of reflective practice tools to develop critical reflective practice ability.
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