| Summary: | 碩士 === 國立臺北教育大學 === 社會科教育學系碩士班 === 97 === Schools and museums are the best educative partners. Under the circumstance of current educational reformation highlighting multiple intellects, they collect the advantages from each other in order to create a better learning environment. This study shared a series of random and exploring teaching activities and stories that applied the museums as the resources and tools. Also, described during the replacement of the resources, how to adjust and arrange one’s teaching ideas and knowledge. The author stated the personal experiences of “playing” the museums, and the inspection on school culture with four aspects.
1. The cooperation of museums and schools: through the cooperative experiences with local private art museum to proceed with “the R&D teaching plan of resource boxes” and “official cooperative lessons of museums and schools,” then gave consideration on the application of internet resources, features of lesson design, and the reveal of teachers’ main characters.
2. Play the exhibitions of the classes: planed the pioneer exhibition with the instruction of museum experts, held the exhibition under the official cooperative courses between museum and school, and the final exhibition was arranged by the second grade students and class tutor. These three exhibition planning experiences were integrated with the essentials of museum through integral plans, and worked in coordination with associate classes to observe students’ guiding behaviors and feedbacks.
3. Experience activities: accommodated to the learning features of students, and utilized the campus and community to experience the exploration, then compared the concealed attitudes of faculty at school during the process.
4. Campus museum: through participating the installation process of on campus museum, presented the advantages brought by the integration of educative character of the museum, and the conflicts of dual-system at school.
This study presented under the alteration of resources, how a elementary tutor introspect the formation source of “Pedagogical Content Knowledge (PKC)” and the culture of school education through the process of complete unfamiliar with the museum territory, learning phase, to self exploration phase. This study also suggested to re-integrate the museum education from the illusory courses into the substantial courses at school in order to activate the teaching of teachers and learning of students.
|
|---|
