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| Autor: | Shu-Jen Chiang, 蔣樹人 |
|---|---|
| Rok vydání: | 2003 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 91 To establish the most important foundation of manpower resources in the twenty-first century, countries in the world are trying their best to motivate educational reformation. In the April of 1994 in Taiwan, the society initiated a parade named “410 Educational Reformation”, which motivated educational reformation in the whole country. Therefore Taiwan government proposed School-based Curriculum Development in middle and primary schools to develop school characteristics and to enhance the profession of teachers. Teachers are considered the key to the success of educational reformation. They have to get involved in new curriculum and new teaching methods. To be an up-to-date teacher, teachers are required not only to make progress in their professional field, but also to make changes when they play the role of teachers. This research, taking an Eastern primary school that is putting school-based curriculum development into practice as an example, will discuss: 1. The reason for teachers’ professional development and the change of the roles of the teacher. 2. The important process of teachers’ professional development and the change of the roles of the teacher. 3. The role of the principal and the interaction between principals and teachers, while school-based curriculum development is conducted, may offer inspiration and experience to educational workers. Document analysis, observations and interviews are adopted in this research. Relevant papers from 1996 to 2000 are studied; ten home-room teachers with more than ten years’ teaching experience and seven administrative teachers are observed and interviewed. The conclusions are: 1.The educational reformation of this school is based on school -based curriculum development with a top-down policy. 2.The hindrance will be lessened if the principal takes school convention into consideration. 3.It is necessary to look for proper priority and characteristics for the school before the practice of school-based curriculum. 4.The good operation of PTA(parent-teacher association) will help the development of teachers’profession and the change of the roles of the teacher. The development of teachers’profession is continuous; the change of the roles of the teacher will not always stay at the self-reflection period. The writer’s suggestions are: 1.To the leader of the school: the good rapport between teachers will help the practice of educational reformation. 2.To the teachers: resources and support from others will help reduce the workload. 3.To those who are interested in this research: to be more objective, we need to listen to the voice and understand the thoughts of the teachers. It is obvious that the teachers in this school, through the chaos in the beginning to the stability at the present time, are making great progress in teachers’ profession and the change of the roles. It is not an easy road at all; however, they reaped the harvest from working hard. Learning by doing makes dreams come true and helps develop the most suitable school-based curriculum and the growth of teachers’profession. Keyword：School-based curriculum development 、Teachers′ professional development、The roles of the teacher |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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