| Summary: | 博士 === 國立臺中教育大學 === 教育學系 === 100 === The purposes of this study were to explore the concepts and the content of Integrated Praxis Activity Curriculum at primary schools in Mainland China. The research data was gathered from one semi-constructed personal interview and two focus group interviews with primary school teachers and education professors. The focus group interviews of this study were held in late April, 2011 in Mainland China, while the personal interview of this study was held in mid June, 2011 in Taiwan. At last the results of this study were probed in two maps by Paulston’s Social Cartography.
Based on literature review and data analysis, several concluding marks were obtained as follows.
1. The changing course of this curriculum
(1) The concepts of Integrated Praxis Activity Curriculum conformed to not only the paradigm transformation based on the eighth curriculum reform in Mainland China, but also the trend of current social and cultural development. It was helpful to achieve the goals of the eighth curriculum reform by implementing this curriculum.
(2) Integrated Praxis Activity Curriculum both inherited and developed the spirit of the previous activity curriculum. But the reflection process which was emphasized within the previous activity curriculum was not also emphasized in Integrated Praxis Activity Curriculum.
2. Theories supporting to this curriculum
(1) Progressivism, Marxist views of praxis, and Constructivism all affected Integrated Praxis Activity Curriculum deeply, and therefore they were the supporting theories of this curriculum.
(2) The epistemology of Marxist views of praxis stood against both the realist-objectivist orientations and the certainty of modernism, and therefore was opposite to the epistemology of Progressivism and Constructivism which stood against the uncertainty of post-modernism.
3. Current awareness of the concepts of this curriculum
(1) The primary school teachers interviewed in this study didn’t realize what were discoursed in Progressivism and Constructivism. Besides, they all lacked for cognition of the history of education in the early years of the Republic of China. The above two phenomena thus hindered Integrated Praxis Activity Curriculum from promoting.
(2) What the education professors and primary school teachers described about the concepts of this curriculum conformed to the basic concepts of curriculum guidelines for Integrated Praxis Activity Curriculum. Although they agreed with the basic concepts of guidelines, they didn’t know it well, let alone the concept concerning how to emphasize the student-centered subjectivity.
4. Current awareness of the content of this curriculum
(1) It was still hard to implement this curriculum. These abnormal situations, while implementing the curriculum, included the burden on the teachers and students, teachers’ lack of proficiency, the tardiness in training teachers, the textbook-based instruction, the combined content rather than the integrated one, the curriculum not implemented well at school, and the gap in different regions.
(2) The measures taken to supervise and support the practice of this curriculum were currently useless while solving these abnormal situations found in this study. The policies should be changed or improved in some aspects.
Finally, based on the results of this study, several suggestions were made for the primary school teachers and education administrators in Mainland China, the future research on the same theme, and the education administrators in Taiwan.
|
|---|
