Fogarty’s Webbed Curriculum Integration Model Curriculum Design and Implementation : The stories of Tainan City

• Main Authors: Li-ting Huang, 黃莉婷
• Other Authors: Pei-Yi Chou
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/30397403787939456851

碩士 === 國立中山大學 === 教育研究所 === 99 === This study has taken the historical development, characteristics and students’ backgrounds and life experiences of Tainan City into consideration. The researcher has chosen the Fogarty’s webbed curriculum integration model to blend in “glocolization” theme into the teaching curriculum. A “glocolization” curriculum (consisting of a total of six units) suitable for the fourth grade students was constructed with the hope to help the students to walk out from their own life experiences to re-experience the relationship between global and local living space. A qualitative research was adopted by this study, and the fourth grade students from a class in a certain school that the researcher teaches was taken as the research subjects to implement a year of curriculum teaching. Relevant data were collected through observation, content analysis, interview, documentation, reflective notes, etc., and the data were then sorted, analyzed and cross-examined. After summarizing the research results, the paper has obtained the following conclusions and suggestions: 1. From time-space perspective, the curriculum integration design and implementation outcomes of “The stories of Tainan City” are: (1) To understand the correlation between the local historical and global events; (2) the teachers must possess the abilities to self-compile and support the historical teaching materials; (3) the effectiveness and limitations on the application of Google Earth software and electronic whiteboard; (4) the use of old photographs, old maps and animation is beneficial to historical teaching; and (5) to adopt multiple assessment method to evaluate the students’ awareness on historical aspect. 2. From environmental perspective, the curriculum integration design and implementation outcomes of “The stories of Tainan City” are: (1) To combine the environmental issues of “local” characteristics and “globalization”; (2) as affective are hard to evaluate, they need long-term follow-up observations; (3) field investigation is able to simulate students to care about the environment, strengthen the research depth and further enhance the students’ motivation in learning; (4) to combine the community resources by inviting relevant people to perform cooperative teaching; (5) to blend in the school’s major activities into the curriculum; and (6) the scaffolding learning sheet is beneficial to learners to comprehend, apply and stay focus in thinking. 3. From living perspective, the curriculum integration design and implementation outcomes of “The stories of Tainan City” are: (1) Tainan’s snacks have its ingenuity and cultural diversity; (2) to introduce a model of transitional Taiwan snack – Zhou’s Shrimp Rolls; and (3) to broadcast and review the advertising images are beneficial to help students to analyze the transformation of “globalization” to “glocolization”. 4. From cultural perspective, the curriculum integration design and implementation outcomes of “The stories of Tainan City” are: (1) The students are able to deepen their impressions on local cultural customs through physical exhibitions and sharing of personal experiences; (2) learn to respect the cultural diversity; (3) YouTube, Digital Archives, Council for Cultural Affairs and other Internet resources are beneficial to carry out teaching activities; (4) the local cultures have encountered two major crises; and (5) in response to globalization, we must begin to promote local identity first. Finally, based on the aforesaid research findings, the study has proposed relevant suggestions to educational administrative organizations, teacher training institutes, schools and future follow-up studies on curriculum design and implementation of “glocolization” theme perspective. This aims to serve as a reference for educators and curriculum researchers to use in developing and integrating the “glocolization” curriculum.