| Summary: | 碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士學位班 === 105 === This research aims to discuss the processes and results of university teams assisting junior high schools and elementary schools with curriculum and instruction development in remote areas in the second subplan of “Supporting Junior high Schools and Elementary Schools with Curriculum Development and Instructional Design in Remote Areas” participating in “Assistance for Activation of Curriculum and Instruction Operation Points of Elementary Schools and Junior High Schools” organized by Ministry of Education in 2016. In this research, case study and purposive sampling were adopted to select the two university teams differing in organizational method and collaboration object to discuss the university teams’ planning preparation for the collaborative development of curriculum and instruction in remote schools as well as its implementation conditions and collaboration results, which can be used for the reference to promote the collaboration in education between university, junior high school and elementary school in remote areas in the future. The research results are shown as below:
1.The traffic time between the cooperative schools is an important cooperation consideration.
2.It is believed to be the favorable cooperation condition that cooperative schools should have reciprocal recognition.
3.University teams should have the diversified members to provide multi-faceted service and assistance and meet the needs of remote schools.
4.The active pairing of cooperative schools can easily meet mutual needs. The cooperative schools belong to passive matching and the better collaboration results will be obtained if the mutual needs can be actively understood.
5.The elementary schools in remote areas propose the demand for diversified learning to broaden students’ horizon, and the junior high schools in remote areas need to lay foundation for basic subject ability so as to cope with the test of education level.
6.Human power and time are the main problem encountered by cooperative schools.
7.The one-off problems like the establishment of teaching environment can be solved easily, but it is difficult to conquer the long-term problems like curriculum and instruction.
8.The junior high schools and elementary schools take advantage of this plan to improve teachers’ curriculum and instruction knowledge and ability and meanwhile students’ learning opportunity is also enriched.
9.University teams’ teachers have enriched their own practice and also win the diversified learning opportunity for students.
The suggestions proposed by this research are described in the following:
1.Suggestion for plan implementation
(1)When junior high schools and elementary schools invite university to cooperate or invite plan implementation team to make the match, the traffic convenience and regional relation must be considered.
(2)For the cooperation between university and junior high schools and elementary schools in remote areas, reciprocal recognition is necessary. Thus, cooperation process means not only pains but also gains.
(3)The university’s cooperative teams should be composed of members with different expertise and combines the resources of various departments and units and information collected by many parties, so as to meet the demand for curriculum and instruction in junior high schools and elementary schools.
(4)The university’s cooperative teams should cooperate with school to provide help, but they should also encourage school to conduct the 2-3 years of thinking to change the curriculum and instruction.
(5)The junior high schools and elementary schools in remote areas should carry out self-assessment or invite the university’s cooperative teams to assist with assessment to understand their own demand for curriculum and instruction development and obtain the required help.
(6)The junior high schools and elementary schools in remote areas should also realize that university’s cooperative teams cannot always help them, so teachers should actively enhance their ability under the help of university’s cooperative teams and consider establishing sustainable curriculum and instruction operation mechanism.
(7)The junior high schools and elementary schools in remote areas should make good use of lesson preparation time during summer and winter holiday to invite university’s cooperative teams to help them enhance lesson preparation ability. During the process, they can give priority to practice in class to solve the problem of incompatibility in each other’s time.
(8)The plan team’s implementation group should assemble university teams and curriculums and instruction expert and scholar’s data to facilitate the future matching.
(9)If the cooperative schools are willing to renew the cooperation plan, the education administration authority can extend the plan period by 2-3 years, so that both parties can plan and implement short and medium-term curriculum and instruction development.
2.Suggestion for future research
(1)The problems faced by remote schools can be investigated to understand the on-off and long-term problem types to facilitate the development of remote schools under the help of university teams or education administration authority.
(2)The original collaboration connotation’s development status in remote schools can be traced after the end of joint cooperation with university teams, so as to conclude the factors for the sustainable development of curriculum and instruction in junior high schools and elementary schools in remote areas and provide reference for remote schools, university teams and plan implementation units.
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