| Summary: | 碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 102 === This study aims to understand the history of excellent elementary school-based curriculum development. The case study investigates the school’s backgrounds, internal and external situations, development process, influential factors, and restrictions of its school-based curriculum.
The research method in this study are case study, interviews of school principal, teachers and administrative staff. Besides, in order to provide effective advices for schools which are on the process of school-based curriculum development, all the data collected by this study are analyzed comprehensively.
The findings of this study are as follows:
a. In response to the Grade 1-9 Curriculum Reform and the low fertility, excellent schools involve in the high quality reform program offered by the government to establish school characteristics, and prove its values.
b. The school-based curriculum development process is in accordance with the guidance of experts. It includes establishment of program development organization, situation analysis, vision building, program plan by SWOT, and evaluation.
c. The key factors for the development of excellent elementary school-based curriculum are: the principal leadership in curriculum, the administrative support and the involvements of teachers.
d. The restrictions and coping strategies of the excellent school-based curriculum development are (1) Supports from administrative staff and teachers in response to the manpower shortage. (2) The principle involves in the school affairs personally with sincere attitudes, in order to enhance the group cohesion and decrease the backlash caused by heavy workloads of teachers. (3) Solutions to the school administrative staff transaction are Section Chief of Curriculum as the bridge between administrative staff and teachers, usage of cloud computing, electronic data platform, and help new teachers adapt to the curriculum by small groups. (4) Solutions to different involvements of teachers toward reform program are separating teachers into small groups with the influence of peer power and benchmarking, and involving them in the teacher evaluation for professional development. (5) Adjust school hours and set up curriculum meetings for curriculum development. (6) Implement field trips to enrich student’s life experiences and guide them to have creative thinking in order to enhance their learning willingness.
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