The Action Research of Curriculum Design Based on Core Competencies by UbD— A Case Study of Social Field in Elementary School

• Main Authors: Yin-Ping Huang, 黃音萍
• Other Authors: Phoebe Lee
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/3922yc

碩士 === 中原大學 === 教育研究所 === 106 === This study aims to explore the teaching model of curriculum design based on core competencies by UbD applicable to social field in elementary school, the process of implementing the teaching project, the situation of students’ change, and teachers’ growth and reflection.This is an action research study; the research subjects were 25 fifth-grade students from the same elementary school in Taoyuan City. Researchers collected, collated and analyzed student-related information in the process of implementing the teaching action project.With conclusion of results from this study, subsequent conclusions and findings are obtained as follows: The curriculum design based on core competencies by UbD of the teaching model, first of all cultivates students'' core competencies as the goal to lay focus on student understanding and meaningful learning, and uses core competencies indicators to guide teaching goals, assessment tools and multiple teaching activities. The researcher found that it is indeed feasible to implement this teaching model in the social field of the fifth grade in elementary school. Through students'' participation in multiple practical activities such as reading comprehension and graphic production, they understand the content of learning, strengthen the division of labor and cooperation in the theme exhibition, and demonstrate the competencies of self-learning in the project; students can achieve the learning performance of understanding (cognition), attitude value (meaning), actual participation (skills), and at the same time develop the core competencies of students in autonomous action, interactive communication, and social participation. Researchers also found that teachers’ change in teaching methods and assessment methods can accumulate experience of teaching, combine cross-domain teaching materials, and encourage and accompany students to make good use of time, which can improve the professional development of personal course teaching. Finally, based on the conclusions of the study, research proposals are proposed to serve as reference for practical teachers, school administrators, and future research.