The Curriculum Evolution of the Juvenile Correctional School in Taiwan: A Case Study of Ming Yang High School

• Main Authors: LIN, CHIUNG-YU, 林瓊玉
• Other Authors: LAI, CHING-PIAO
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/p265uq

博士 === 國立臺中教育大學 === 教育學系 === 104 === The juvenile correctional schools in Taiwan were established to improve the original treatments of the students in the correctional institutions, providing them the proper education they truly need. This qualitative case study analyzed the curriculum evolution of Ming Yang High School, which is the only juvenile correctional school for the juvenile offenders in Taiwan. Data were collected by interviews, document analysis and observations. The original concept of the curriculum was first clarified. Secondly, each kind of curriculum was analyzed from 1999 to 2015. Thirdly, the factors that limited the curriculum planning and implementation were explained. The flexible adjustments practiced within school were depicted afterwards. Finally, the results of the curriculum implementation were presented. The conclusions were as following: 1.The original curriculum designed for the juvenile correctional school was not practical but its concept---merging counseling psychology into curriculum design always guided the curriculum development in Ming Yang High School. 2.The curriculum category of Ming Yang High School includes formal curriculum, pulling-out curriculum and informal curriculum. Each kind of curriculum was developed in response to students’ needs and individual students can select what to learn based on their own wishes. 3.The formal curriculum plans of Ming Yang High School were restricted by the factors of teaching hours, human resources and the length of time span in school of each student. The curriculum implementation was affected by security and personnel factors. 4.The flexible curriculum-planning adjustments of Ming Yang High School included curriculum planning, curriculum implementation, students’ grouping and students’ learning goals. 5.The results of the curriculum implementation were presented not only on statistics and the reflexivity of students, but on the affirmative opinions of persons within and outside the school.