The way toward James A. Beane's theory of Curriculum Integration–Teacher's reflection and action
| Autor: | He,Hsiao Ting, 何曉婷 |
|---|---|
| Rok vydání: | 2012 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 100 The main objective of this research is to clarify concepts related to curriculum integration, meanwhile, Beane’s curriculum integration theory is used as basis to implement curriculum integration, and the problems faced during the implementation process will be analyzed, finally, the coping strategies will be discussed. Therefore, action research method is adopted here. Through the cycling of steps such as the search of the beginning of the problem, literature reading, preparation of strategy, implementation of strategy and revision, it is hoped that I can go into real curriculum integration in both concept and implementation aspect. Moreover, children have chances to participate in the curriculum development, and the goal of autonomous and happy learning can be achieved. From the research findings of this study, the following conclusions are made: 1. Finding for heading towards Beane’s curriculum integration: The theme concept network chart is formed through brain storming. For the activity, it needs to go through personal experiencing of the activity from the children before the complete network of theme → concept → activity can be seen. Experience integration is layered, first, children’s old experience (the starting point of experience) is assessed, then the new experience (the middle point of experience) to be explored by the children is assessed, finally, the distance between old and new experience is estimated, and how much supporting experiences (the interaction between new and old experience) are needed will be estimated, and eventually, the activities provided for exploring will be decided. The integration of knowledge occurs in the process when children find the problems in the real context of situation, teachers then provide the method to assist the children to use their knowledge to solve their problems instead of conveying the knowledge directly. The relationship between children and teacher is then created, and the mutual sense of belonging is then set up, which can facilitate the implementation of curriculum integration. 2. Professional growth and meditation: (1)Professional growth: The leading roles in the curriculum integration are children and teacher. They spend efforts on the curriculum they care about together, and this is more important than the final result displayed to everyone at the final stage of the curriculum development. In the process of curriculum integration, we have found that the setup of the relationship between teacher and student is not just the superficial interaction between teacher and student, instead, it is the acceptance and recognition from the bottom of the heart. Through the activity of the providing of supporting experiences by the teachers, knowledge for solving the problems can be provided to assist the integration of experience and knowledge for the children. (2)Meditation in the research: The key in the action research is myself. When I can analyze the problem, clarify the thinking, confirm the concept, then through real action process and continuous meditation, look-back, analysis and fulfillment, my faith is constructed. After the confirmation of faith and the owning of several capabilities, one can then break through more difficulties. Based on the research findings and conclusions, specific suggestions for teachers and future researchers were also provided. Keywords：Beane 、Curriculum Integration |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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