| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 101 === This study was aimed at exploring the development and implementation of the Multi-Activation English Curriculum in New Taipei City. It also intended to analyze the differences of the Multi-Activation English Curriculum developed and implemented by English teachers from different school sizes. Instruments used to collect the data in this study were questionnaires and semi-structured interviews. Data collected from the questionnaire survey were analyzed by applying the statistics package software SPSS for Windows 18.0 with the methods of descriptive statistics including frequency distribution, percentage and ranking.
With the results of the questionnaires and the interviewees’ opinions, the conclusions of the study are (i) Over 40% of the English teachers didn't analyze or assess students’ needs when developing the curriculum. (ii) Most English teachers set the curriculum goals and had curriculum plans focusing on cultivating students’ English learning interests, culture awareness and basic communicative skills. (iii) The required and optional English picture books assigned by Education Department in New Taipei City Government were the prior choice when selecting teaching materials. (iv) English teachers put the curriculum into practice in multiple ways; song teaching, picture book introduction and games were most frequently used. (v) Nearly 50% of the English teachers used assessments to evaluate students’ learning; achievement assessment and formative assessment were most frequently used. (vi) Most English teachers believed their teaching can cultivate students’ English learning interests. (vii) English teachers from different school sizes had common opinions and practices on the development and implementation of the Multi-Activation English Curriculum.
Based on the findings, it proposed suggestions to educational administration institutions, elementary schools, English teachers and follow-up researchers for
reference.
Keywords: The Multi-Activation Curriculum, Curriculum Development, Curriculum Implementation
|
|---|
