| Summary: | 碩士 === 樹德科技大學 === 兒童與家庭服務系碩士班 === 104 === This study was a qualitative research in which a school-based curriculum named ‘Large Trees Are Our Good Friends’ was implemented by preschool teachers for 29 pupils with 4-5 years old. Data was collected from meeting records, observations during the activity, children works, parents’ feedback and teachers’ reflections. The purpose was to explore how the school-based kindergarten curriculum was developed, what problems were encountered during curriculum implementation and their solutions, and analyze the professional growth the teachers achieved. Conclusions drawn from this study are described as follows:
1. For school-based curriculum implement, the most important key is to reach a kindergarten-wide consensus: As scenario analysis, vision and curriculum development are interconnected, reaching a consensus requires discussions and clarifications among members of the organization so that such a consensus can play its role of guidance on the direction of future development.
2. Teachers play a key role in school-based curriculum development: Throughout the development, teachers encounter the most and greatest problems. Therefore, teachers need to apply their expertise in curriculum planning and implementation, agree with and have the willingness to act on the curriculum, and have the ability to allocate their time and workloads, exert their interpersonal coordination and communication skills, and connect administrative and community resources etc. in order to solve the problems encountered while implement the curriculum.
3. Developing School-based curriculum helps improve teacher expertise: School-based curriculum development is a process of ‘learning by doing and perceiving while learning’. Teachers have to review the process of curriculum implementation to ensure that featured school resources are integrated into the curriculum. The process helps teachers to improve their resource collection and utilization capabilities and ability to plan classrooms scenarios, enhance the growth of teaching strategies in their self-developed curricula and ability to reflect on such curricula, and appreciate the benefit of leveraging resources. Moreover, application for coaching with teacher onboarding guidance can help teachers deepen their professional competencies.
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