The Study of Reflection Curriculum at Sedes Sapientiae Catholic Elementary School

• Main Authors: Shu-Ping Lin, 林淑萍
• Other Authors: Chih-Cheng Lin
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/74303482122553261186

碩士 === 國立新竹教育大學 === 教育與學習科技學系教育行政碩士在職專班 === 105 === Abstract The purpose of this study will explore the difficulties and problems faced by Sedes Sapientiae Catholic Primary School in reflecting on the development and promotion of the reflection curriculum, and to find out the effective strategies as a reference for revision and the future sustainable development. In this study, case study method was used to analyze and discuss relevant data through using the questionnaire survey and semi-structured interview to observe the perspective of instructors, administrators, parents and students. In order to find out the difficulties and the strategies, the authors carried out a self-made questionnaire on the reflection curriculum of Catholic Primary School, as well as classroom observation records, learning feedback notes and teaching reflection notes. The main conclusions of the study are as follows: The motivation and purpose of the development of the reflection curriculum are following: 1. Practice the Christian holistic education of Sedes Sapientiae Catholic Primary School. 2. Build and create the moral character as brand value of Sedes Sapientiae Catholic Primary School. 3. Meet the needs of schools, teachers, students and parents. The difficulties and strategies of the development faced by the reflection curriculum are following: 1. Invite experts and scholars to solve the bottleneck of the curriculum-design and the sophisticated predicament. 2. Merge the reflection curriculum into the teaching field or life education, to solve the predicament of limited time. 3. Adding hardware devices and implementing diversified teaching methods to solve the dilemma of "on paper." 4. By strengthening the school knowledge management, to solve the difficulties of inheriting experience. 5. Clearly specify the weekly dialogue time, to solve the lack of the conversational interaction. Finally, according to the results of the study, the author proposed some concrete suggestions to the education administration authority, schools, teachers and follow - up research for the future related research. Key words: reflection curriculum, reflection teaching, curriculum implementation