The study on the relationship between who had studied localized curriculum and their sense of community of community college students.

• Main Authors: Yea-hua Yen, 顏雅華
• Other Authors: Tsai Hsiu-mei
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/88815649621572223035

碩士 === 國立中正大學 === 成人及繼續教育所 === 98 === The purpose of this study was to explore the differences created by students’ participation and conditions in taking the localized courses due to their various community sense related to respective different background, and whether these programs about localized curriculum can answer why with some particular background student possesses certain community sense. According to these analyses, we wish to offer some useful information as well as references for the community colleges to plan their future localized curriculum. First, through several lterature reviews, we understand the developments of the community colleges and the evolution of the curriculum plannings, which is meant to examine the correlative theories between the localized curriculum and the sense of community. To achieve this goal, this study needs to be conducted with a questionnaire survey: “A survey of Community college students in a course of localized curriculum and their sense of community.” This research is followed with those students in Taiwan, registered at the community colleges this spring semester(99), who took the localized curriculum. Under selective sampling, 983 questionnaires based on 41 classes were sent out, 623 copies were recollected successfully. After the invalid questionnaires were thrown out, 515 ones are finally left to be valid. Questionnaires are run through the SPSS statistical analysis software. After statistical analysis, the results were as follows: 1. Not only males but also retired citizens have higher interests in localized course programs. 2. Those students who are registered localized curriculum show a phenomenon that they are more willingly to take this kind of programs. 3. Student’s age, marital status and vocation would affect greatly to his or her willingness of applying for this kind of program, even influence respective sense of community; while his or her gender and education level have no apparent influence on them. 4. After respective background is under control, the planning of localized curriculum and the number of taking this kind of course would illustrate their influence to elevate student’s sense of community explicitly. 5. Students who enlist the localized curriculum are mostly with sense of community of their own, from which indicating that this kind of curriculum can inspire student’s concerns for his or her own communities. On the basis of this thesis we may come to some conclusions and consequently offer the professors who involve localized courses in community colleges some recommendations as follow: A. For community colleges: 1. Implementing the investigation of community resources in order to figuring out the human resources and material resources in its own community. 2. Coordinating the localized course programs with community resource planning diversification so as to have a better understanding towards its own community. 3. Planning the ‘localized curriculum passport’ to promote student’s study will. B. For teachers: 1. Deepen the level of the courses---which are supposed to provide possible continuity, deep from shallow, theoretical to practical, in order to increase students’ community sense. 2. Broaden the learning levels---which by coordinating the curriculum with other subjects through Cooperation Teaching to know better about its own community 3. Taking advantage of Outdoors Teaching and Experience Theory of Learning assists students to internalize their own community sense. 4. Coordinate the curriculums and unite the communities, by which to engage with actual community activities.