A Case Study on Developing Reading as the School-Based Curriculum of an Elementary School

• Main Authors: Chen, Tzi-Fang, 陳慈芳
• Other Authors: Chang, Hsueh-Shan
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/gz59c9

碩士 === 靜宜大學 === 教育研究所 === 105 === The current study aimed to examine the process (including context analysis, vision construction, curriculum design, and measures of modification), challenges, and corresponding strategies on developing reading as the School-Based Curriculum of an elementary school. Further attempts were made to examine the effects of promoting such curriculum and the formation of a Learning School, providing references for effective promotion of school-based reading curriculum. A case study method was adopted in the current study, with interviews conducted to five people from the case school, including the principal, the Director of Academic Affairs, and teachers. Data collection included the in-depth interviews and documents collected, including the Whole Curriculum Projects of the School, minutes of relevant meetings, MOE reading projects, reading research and study, professional community, students’ reading measurement, and projects of the award for best reader.Based on the purposes, research questions, analysis, and discussion of the current study, the results were as follows: 1.Reading as the School-Based curriculum of the case school was divided into three stages, including the initial stage, promotion stage, and sustainability stage. 2.The case school understood key factors affecting related promotion, adopted corresponding strategies, and faced challenges bravely. 3.The relevant curriculum enhanced students’ reading literacy, renovated regular assessments, deepened students’ learning, and changed the thoughts among the administrative staff. 4.The process of promoting school-based reading curriculum in the case school fit the characteristics of a Learning School. Based on the conclusions of the study, suggestions and limitations of the study are provided, serving as references for those administrators, teachers and researchers who want to continue research into the development of the Reading Course as School-based curriculum.