| Summary: | 碩士 === 國立中正大學 === 教育學研究所 === 100 === The purpose of this research is to investigate the school-based curriculum development in utilizing community resources in two researching primary schools and analyzes the developing background, the way of utilizing community resources, the factors influences school-based curriculum development with community resources as well as the difficulties while school-based curriculum development utilize community resources. Finally, On the basis of the results, some suggestions and advices are proposed to the future application and research of the school-based curriculum.
The methodology of this research is based on case study, then, interview and finally document analysis to come to the conclusion.The main discoveries of the research are as follows:
1. The school-based curriculum development background and the scheme in the case elementary school.
The solar school developed the school-based curriculum which combined the community resources such as the geographic property and the social education, etc. And directed the top-down curriculum mode by the executives; the oceanic school developed the school-based curriculum which combined the school equipment and ocean education experts. Both of the executives and the teaching group directed the bottom-up curriculum mode.
2. The implement of the school-based curriculum in utilizing community resources at the case school.
The school-based curriculum in utilizing community resources include human resource,material resource, and financial resource in both of the case schools. Human resource is used frequently. The solar school emphasized on the grades’ the vertical connections and horizontal integration in curriculum design. And it also by means of unceasing introspection and correct the curriculum; the oceanic school emphasized on the information integrate the activities to innovate teaching. Besides, it holds workshops and study aggressively to promote teachers’ professional abilities.
3. The factors that influence the school-based curriculum apply community resources.
“People” is the most influential factor for both schools. At solar school are president and teachers; in the oceanic school, the executors and the teaching group which formed by the teachers are the most influential.
4. The difficulties of the school-based curriculum in utilizing the community resources.
a. In school, the insufficient fund and the lacks of campus environment program are included.
b. For teachers, it includes insufficient professional skills, the complex materials connections, and teachers’ conservative views that make them unwilling to change.
c. For students, they feel it’s hard to study the abstract concept of the courses. Besides, they are fond of active activities, and this also influences the ways of utilizing community resources. Third, the students’ lifestyles are quite unconnected with the resources.
d. For parents, it includes the available support are limited because of parents’ the sociality background, and parents’ different opinions also influences the school decisions.
e. For curriculum, the curriculum development is restricted by community resource species, and the curriculum implement affects normal courses processes.
According to the conclusion, some advices are proposed to the case school, the teachers, the educational administrative organization and the researchers in the future.
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