An Action Research of the School-based Curriculum — How a Learning-path Curriculum was Developed
| Autor: | chen sheng-yu, 陳勝裕 |
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| Rok vydání: | 2004 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 92 In this study, the researcher explores the schoolyard learning-path curriculum was developed for the third grades in elementary school. The study results in both the change of student learning and the promotion of professional knowledge. Which was implemented by constant refection and modification. While the difficulties of curricular development arose, the relevant strategies were formed accordingly. A collaborative action research, which was teamed up by the researcher himself and the other fourteen colleagues, aims at the development of a learning-path located in the schoolyard. It involved participation observation, interviews with students and document collections. All the process was circulated through curricular design, implementation, and reflection. The difficulties of the curricular development can be classified into three groups, including working-sheet design, teaching strategies, and student problems. They were solved by teacher reflection and teamwork. While the curriculum was implemented, the difficulties confronted were either from the problems of instruction or administrative support. The problems of instruction were conquered by classroom observations, well preparation, and mastery of class management. In respect with the administrative support, the remedy was to provide support for instruction, taking best advantage of available helping resources, relevant workshops, and the enhancement of teacher ability for curriculum development. The change of student learning can be further detailed in the improvement of taking care of campus, enjoy learning to take an active interest in the resources on their campus, the progress of thinking and expression, the increase of problem-solving capacity, and being able to cooperate with peers. Also come up with the development was the promotion of professional knowledge for the teachers who understood the importance of the school environmental resources, conversations between the teachers, curriculum design, and the sense of achievement. Several suggestions are made in regard to three aspects. In terms of the curriculum and instruction, first of all, teachers should prepare well before the implement of school-based curriculum; secondly, students’ prior experience should be concerned; thirdly, it is possible to integrate local education and environmental education. When it refers to teachers, the desire to do the advanced study is necessary. Teachers need timely support and encouragement from the school administrative system, which can also facilitate in integrating variant teaching resources, reorganizing the ways of in-service teacher training, and the implement of curriculum evaluation. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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