| Summary: | 碩士 === 國立臺東大學 === 教育學系課程與教學碩士班 === 106 === This study aims to investigate rural teachers’ cognition , practical use, and curriculum orientate on on basic subjects, and to examine the viewpoints of the content of basic subjects.
The framework methods of this study are as below:
Semi-structural interview was conducted, and self-edited interview outline was used as the research tool. Subjects of this study were 9 rural school teachers, including 3 chinese teachers, 3 Math teachers and 3 English teachers.
The conclusions were induced as follows:
1. Rural school teachers’ definitions on the curriculum are different, and it affects the
beliefs and core values of the curriculum design.
2. Rural school teachers face 4 problems on the curriculum: lack of life experience for
students, short of lecturing time for teachers, students’ low motivation, and
teachers’ arrangement on the curriculum.
3. Rural school teachers put emphasis on the practical use of the curriculum, they
think the knowledge on the textbook should be related to students’ lives.
4. Most rural school teachers think the curriculum is related to rural life, but a few
teachers take a negative position.
5. Two Ideas of curriculum design- interests orientation and ability orientation. Chinese
and Math teachers focus on ability orientation, while English teachers focus on
interests orientation.
6. Curriculum design- English and math teachers focus on learning process, while
Chinese teachers focus on evaluation and test.
7. Teachers’ expections are different-Math teachers focus particularly on students
orientation, while English and Chinese teachers focus particularly on knowledge
orientation.
8. Pedagogy- Rural school teachers put emphasis on students’ learning procedure
and interests, which is different from traditional lecturing method.
9. Rural school teachers all put emphasis on students’ learning experience and
procedure, 9 teachers all use student-oriented curriculum design.
10. Chinese and Math teachers focus more on society curriculum, while English
teachers don’t. The reason is that English teachers are lack of teaching time and
have the pressure to finish the course in time.
Based on the findings of this study, the suggestions are as followed:
1. Educational policy: To increase the curriculum hours and fortify the difference of
textbooks.
2. Educational agency: To fortify the teaching hours of formal curriculum and increase
teachers’ autonomy of the curriculum design.
3. Teachers aspect: To increase multiple curriculum design; incorporate other aspects
into curriculum design; increase the adoption of student-oriented curriculum; and
incorporate teachers’ profession and interests into curriculum design.
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