雕琢--從課程統整到統整課程

• Main Authors: Liao--Jing--Hwa, 廖經華
• Other Authors: 陳惠邦
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/94025233919699126710

碩士 === 國立新竹師範學院 === 學校行政碩士班 === 89 === Abstract The purpose of this research is to explore, based upon ‘collaborative action research’, the process of recognition, comprehension, reflection, and criticizing and application of curriculum integration by a group of elementary schoolteachers. My partners in Pu-Her elementary school and I has been seriously developing “School-Based Curriculum “ and “Integrated curriculum “teaching activities. But through the application process for more than half year, I ambiguously found that there are many questions to be clarified toward the recognition of curriculum integration. So I together with 8 education partners conducted literature reading, team discussion and field practice through scrutinizing, dialogue and reflection focusing on ‘curriculum integration’. Therefore we accumulated the knowledge of ‘Curriculum Integration ‘and ’Integrated Curriculum’ through the process of gradual focusing, clarifying reflecting and application. As the same time, I myself destructed and reconstructed my personal teaching beliefs, We are inspired by this research that: 1.The concept of ‘Curriculum Integration’ could be just a kind of festival without reflecting or criticizing. 2.‘Curriculum Integration’ is not only an approach for organizing curriculum, but of more importance, an educational belief. 3.‘Curriculum Integration’ is a mean instead of a purpose, to return to the essence of education. 4.A curriculum designer should choose proper integrating models to meet the requirements of teaching setting or situation . 5.To change teachers’ belief is a time-consuming process.