A Study of Blank Curriculum of Grade 1-9 Curriculum’s Current

• Main Author: 陳佳汝
• Other Authors: 莊富源
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/05760343678000302502

碩士 === 國立彰化師範大學 === 公共事務與公民教育學系 === 100 === Grade 1-9 curriculum is the major reform in our country's education policy, announced” the national education grade 1-9 curriculum master guidelines” in September 1998.In September 1999, set up the grade 1-9 curriculum experimentally, in September 2000, published "National Primary and Secondary Grade 1-9 Curriculum Provisional Guidelines” and set it up experimentally in August 2001, comprehensive implementation in September 2004.In order to reflect the curriculum spirit, in the Curriculum Guidelines, the learning section were divided into "areas of learning areas periods" and "alternative learning periods”.Among them, give the authority of alternative learning periods curriculum planning to every school on their own planning.Therefore, schools can plan the use of alternative learning periods by cogitating the condition of schools, community characteristics, parents’ expectations, teachers' professional and student learning areas needs. Under this premise, in the grade 1-9 curriculum guidelines, each grade’s total learning periods has different upper and lower limits.Outside the number of learning areas periods, the non-learning areas periods, practical schools and more commonly known as "blank curriculum”.Due to there is no legal and order clearly stipulates the contents of blank curriculum, so each year’s periods of the blank curriculum is different and the content is also very flexible.As a result, since the implementation of the blank curriculum to every school, it is relatively accumulated practical experience and issues are available for further study and research. In this study, blank curriculum current implementation status and compare of two schools in Taichung City are the study point. Examine and investigate for schools’ administration and the curriculum development committee, teachers and students through depth interviews with qualitative research methods respectively.The results showed that the existing blank curriculum period for every school’s autonomy time. The administrative unit plan the curriculum under the target set by the blank curriculum.The curriculum does not arrange teachers, more teachers guide it under obligation. The curriculum is the period that teachers can play their curriculum autonomy, but the curriculum’s attribution of responsibility is difficult to clarify. Students’ self-regulated learning ability in the blank curriculum generally should be improved. There are many problems exist in existing blank curriculum, hope relevant units to be attention and improvement.