A Study on the Reading Feature Curriculum Development in an Elementary School

• Main Authors: LI-JIA-WEN, 李佳紋
• Other Authors: LIN,TSAI-HSIU
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/u262xd

碩士 === 國立臺中教育大學 === 教育學系 === 106 === This study aims to explore the development of the feature curriculum in a Taichung elementary school. Through the development of the reading feature curriculum, promote the reading feature curriculum, and the school educators' perception of the reading feature curriculum to understand the overall context of the elementary school reading feature curriculum. The research method of this study is qualitative research, used the semi-structured interview, supplemented by documentation to collect date. There are five research participants, they are the principal, the academic director, the academic director and two teachers in the Taichung elementary school. According to the research, we found the following conclusions: First, the school had developed of the reading feature curriculum for half a year, and the new principal adjusted the reading feature curriculum. In the beginning they used mind mapping curriculum structure, later t adjusted to joy the reading, model learning, theme reading and multiple thinking continue to promote. Second, through the practice of the reading feature curriculum, five strategies can be summarized: form management, evaluation mechanism checks, result of teachers and students, design reading situation, and improvement teachers' teaching ability. Third, the school educator’s perception of the reading feature curriculum is mainly focused on the three aspects of effectiveness, dilemma and outlook. (1) Effectiveness: Researcher believe the reading feature curriculum can help students learn, teachers’ improvement their professional promotion and parents' attention. (2) Dilemmas: Researcher believe that the dilemma varies according to the stage of development. In the beginning their face some problems, like teacher cooperation and professional knowledge not enough. Current their face the challenge is the future development, staffing, new teachers' professionalism, results burden and parental involvement of the reading feature curriculum. (3) Outlook: Researcher expect that the future will focus on integrating with the community, encouraging parental involvement and students' favorite reading.