| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 103 === An Instruction Action Research on infusing community resources for Second Grade’s Integrative Activities Learning Area
Abstract
This thesis is to investigate the process and the outcome of applying community resources into Integrative Activities. More specifically, the aims of this study are as the followings:
1. To develop an Integrative Activities teaching program, suitable for the second graders in Jin Jin Elementary School, with the application of community resources.
2. To investigate the process and difficulties on the course of the application of “CHI-Amazing Journey, JIN-Fantastic Discovery” teaching program.
3. To analyze students’ changes after the teaching program is conducted.
4. To reflect the researcher’s growth in the respect of profession.
This study is conducted by action research. The participants include twenty-seven second grade elementary students in Kaohsiung. Based on the researcher’s observation, discussion, reflections, students’ portfolios and parents’ feedbacks, the findings are as the following:
1. The overview of “CHI-Amazing Journey, JIN-Fantastic Discovery” teaching program.
1.1 The searching of the treasure map in the community: This course design is based on the school-based curriculum.
1.2 The secret of the treasure map: This course design is integrated with community resources.
2. The process and the solutions to the difficulties of application of “CHI-Amazing Journey, JIN-Fantastic Discovery” teaching program.
2.1 Integrating community resources into Integrative Activities for the second grade elementary students is feasible.
2.1.1 The livelihood and diverse course design of “CHI-Amazing Journey” intrigues students’ learning interests.
2.1.2 The actual experience course design of “JIN-Fantastic Discovery”, for example, to attend the beach clean up event, enhances students’ love to their hometown.
2.2 The solutions to the difficulties on the course of “CHI-Amazing Journey, JIN-Fantastic Discovery” teaching program.
2.2.1 The unexpected incidents happen all the time when teachers use community resources in their course design. Therefore, teachers should have more profound lesson plans and communication with the community beforehand.
2.2.2 Teachers should adapt and adjust themselves whenever the twist occurs in class.
2.2.3 School time is limited. Students’ love to their hometown should be prolonged after school by practicing it in the daily life.
2.2.4 Parents’ participation doesn’t reach to the expectation. Therefore, teachers should look for colleagues’ support.
3. The learning outcome of “CHI-Amazing Journey, JIN-Fantastic Discovery” teaching program.
3.1 Students could have more knowledge about Chi-Hou community and connect it to their life experience as well as elevate their learning motivation.
3.2 Students could have better recognition of the community by visiting there and enhance their love to the hometown.
3.3 Students could understand the relationship between the marine ecology and their living environment and show their sentiments to the ocean.
3.4 Students are willing to participate in the environmental protection events and cherish Chi-Hou community resources.
4. The researcher’s growth and reflection in the respect of profession on the course of “CHI-Amazing Journey, JIN-Fantastic Discovery” teaching program.
4.1 Applying community resources as teaching material requires teachers’ profound course design and consumption of preparation time.
4.2 The course design with capital plans subvert students’ learning habits and enrich their learning experience.
4.3 The Treasure Hunt in Chi-Hou community cultivates students’ attitude toward historical sites and marine ecology.
4.4 Breaking the walls of the classrooms, teachers build up a new cooperative relationship with their colleagues by preparing lessons together.
The conclusions above are recommendations for educators and researchers in the future.
Key words: community resources, Integrative Activities,school-based curriculum
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