Incorporating Environmental Education into High School Life: A Narrative Reflection from a History Teacher
| Autor: | Wen-Chi Lai, 賴雯祺 |
|---|---|
| Rok vydání: | 2016 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 104 The author is a history teacher who has taught in high school for twelve years. During 2014 and 2016, the author took a leave of absence to attend graduate school at College of Environmental Studies in National Dong Hwa University. The purpose of this study is to explore the difficulty of incorporating environmental education in senior high school history courses and to come up with solutions to deal with such difficulty. The method the author uses is life history narrative research method. First, the author set out to observe the environment of a test-oriented urban senior high school and its process of actual practice of teaching. From the observation, the author wants to examine her former understanding of course planning, teaching process, and the changes of teacher-student interactions throughout the course. The examination takes place by collecting the authors’ own teaching materials and interviewing students at different stages. In the process, the author’s students have become the collaborators of the thesis. This study finds that before entering graduate school, from 2005 to 2010, the author tried to guide students to explore their life after understanding their life status (living profile) and learning conditions. To that end, the author tried to incorporate inspiration of life awareness in her curriculum plan, course activities, and teacher-student interactions. After 2010, in accordance with the new curriculum guidelines which suggest incorporating environmental education into history classes, the author had started to concern about how to incorporate major environmental issues into the philosophy and practice of history teaching, even though the author had not entered graduate school and received any training on environmental education. At that time, the author did data searching on her won, engaged in discussion with colleagues, and established her own curriculum before carrying it into practice. Since 2014, after entering the College of Environmental Studies, the author further gained new awareness form past teaching experiences, teacher-student interactions and school life. Then through interviewing students, the author not only identifies the purpose of the research but also understands the changes of her own teaching models and teaching ideologies throughout her teaching. In the process, she also becomes less confused about the existing education system. Most important of all, because of the life history narrative research, she comes to realize that actual practice of teaching brought inspirations to both the teacher and students. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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