| Summary: | 碩士 === 靜宜大學 === 教育研究所 === 104 === This study focuses on the case school that took part in native language curriculum activity in summer schools in 2015 to examine how it carried out the project and what had been achieved. The author has collected data via interview, the text from the interviewees, the teaching outcome book and consulting records for analysis and summarization. The author has reached conclusions as follows:
1. Two teachers in the case school had been involved in the activity voluntarily and responsible for the curriculum planning and teaching.
2. The implementation outcomes
There was strong connection between the case school and the community.
There were differences between the summer school curriculum and the school-day teaching: perspective of curriculum enactment, field trips in the community and project teaching.
The influences on students were: students had learned from games, had hands-on learning and cultivated identification to the hometown via word and image.
The influences on teachers were: mixed-age class teaching, teachers and students learned together, the reflection of teachers.
The difficulties faced by the case school were: late announcement of activity, the curriculum was not well-known, parents were unable to pick their children up after school, the workshop for summer school know-how was after the approbation.Students were late and took leaves.The expenses were given out too late.
The interviewees were also made some suggestions for future summer school conducting and native language teaching. The aforesaid results are presented to teachers, parents, summer school organizer, and future researchers for their reference.
|
|---|
