A Case Study on the Framework Planning of Tzu Chi Humanities Curriculum: The Tzu-Chi Elementary School as an Example in Hualien City

• Main Authors: Pei-Ju Wang, 王佩茹
• Other Authors: Wen-Fu Pan
• Format: Others
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/wt9d4b

碩士 === 國立東華大學 === 教育行政與管理學系 === 103 === School curriculum is not only the foundation of a school but also is what distinguished the school from others. The Tzu Chi Elementary school was established based on the philosophy of character building education, selecting Tzu Chi Humanities as a basis for the curriculum. Five different courses were specifically developed, namely Tea Ceremony, Flower Arrangement (ikebana), Chinese Calligraphy, Etiquette, and Aphorisms Instruction. This study designed the contents and activities of the new Tzu Chi Humanities Courses curriculum and studied the opinions of teachers and parents about the existing curriculum. By means of discussion, revision, and course design, the new Tzu Chi Humanities curriculum can meet the needs of students more effectively, thereby realizing the objectives of character building education. This study used focus groups. Literature review was conducted to compile the existing content and outline of the Tzu Chi Humanities curriculum, and then the first draft of the new Tzu Chi Humanities Curriculum guidelines for Tzu Chi elementary schools was established. Based on this first draft, a semiopen modified questionnaire regarding the outlines of the new Tzu Chi Humanities Curriculum content was developed and distributed to 14 participants in a focus group. The results of the questionnaires were collected and analyzed to investigate the perspectives of teachers and parents on the content of the existing Tzu Chi Humanities Curriculum. Finally, interview on the focus group was conducted to establish a consensus regarding the new curriculum content. The results of the study were as follows: 1. This new curriculum was able to fulfill Tzu Chi Humanities, 2. Participants agreed on the numbers of classes offered by the existing Tzu Chi Humanities curriculum, 3. Most of the participants agreed on the necessity of modifying the existing Tzu Chi Humanities curriculum, 4. The new Tzu Chi Humanities curriculum heightened the characteristic of each of the five courses, 5. The new Tzu Chi Humanities curriculum emphasized on practice, 6. The new Tzu Chi Humanities curriculum would be available to other schools. On the whole, the new Tzu Chi Humanities curriculum lays a good foundation for the future development of Tzu Chi Humanities Curriculum framework.