Designing and Implementing the Integrated Curriculum in an Elementary School------A Preservice Teacher’s Action Research

• Main Authors: Yu-Chen Li, 李毓真
• Other Authors: Tung-Hsing Hsiung
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/16561096756040402341

碩士 === 臺東師範學院 === 教育研究所 === 89 === Based on the approach of action research, the study intended to design and implement the integrated curriculum in an elementary school. A preservice teacher (researcher) and an elementary teacher worked together to design and apply the integrated curriculum in a second grade classroom. Through the collaborative action research, the purposes of the study are: (a) to empowerment the preservice teacher’s professional skills in designing and developing integrated curriculum; (b) to understand the predicament and solution methods while in implementing the integrated curriculum and (c) to understand the desirable abilities of a teacher should have in developing the curriculum in the future. Results of the study can be a reference for the other preservice teachers. The study began at September 2000 and end at April 2001. Once or twice classroom observations and/or teaching were conducted every week during the research period. The research can be divided into three stages. In the first stage, the researcher entered the classroom and observed the collaborative teacher’s teaching activities. In the second stage, the first integrated curriculum was designed and applied. In the third stage, the second integrated curriculum was designed and employed. Data collection included observation notes, teaching reflection, interview, videotape, document, teaching plans, and instruction evaluations. According to the research purposes and questions, results and conclusions of the study are listed as the following. 1. Designing the integrated curriculum (1) Preservice teacher should consider the meaning and spirit of the integrated curriculum instead of concerning how to imitated the model of integrated curriculum while in designing an integrated curriculum plan. (2) Preservice teacher should analysis the existed teaching materials at first while in selecting the topic in order to form the focus of integrated curriculum. (3) The feedback forms for the first-grade and second-grade students should design mainly in choosing or blank fill way and partly in asking-answering way. (4) There should be some reservation time to fulfill the construction elasticity of teacher and students. (5) The designation of integrated curriculum should consider the school objects and environment resources. (6) The designation of integrated curriculum could combine the children’s literacy and drama in order to arise the students’ interesting and willing in participate the teaching activities. 2. Implementing the integrated curriculum (1) The implementation should combine with the human resources of the school and the community. (2) Presenting the subject and the concept structure clearly can help the students construct the concepts. (3) Classroom management is a main factor in fluent teaching. (4) In limited teaching time, “actual observations” and “conclusive forms” are two ways to confirm the effectiveness of the students’ learning. (5) To evaluate and to confirm the effectiveness of the integrated curriculum, “evaluation form of the integrated curriculum” can be used. (6)“Adequate communications” and “clear responsibility” are very important in collaborative teaching. According to the results of the study, suggestions of the study are listed as the following. 1. Suggestions to preservice teachers (1) Preservice teachers should enhance the teaching methods in every school subjects. (2) Preservice teachers should enhance the integration of theories and implementations by doing collaborative teaching. 2. Suggestions to teachers (1) Teachers should get theories and messages about integrated curriculum. (2) Teachers should continuously communicate and share experience with others. 3. Suggestions to schools and administrative unit (1) Schools and administrative unit should increase the opportunities of in-service teaching training program in further education. (2) Schools and administrative unit should encourage the in-service teacher to do the action research. 4. Suggestions to teachers colleges/universities (1) Teachers colleges/universities should arrange relative courses and supply opportunities to the preservice teachers to enhance their practice skills. (2) Teachers colleges/universities can use the teaching model of this study and cooperate the training in preparatory organizations to achieve a theory-and-practice-integrated practice system. 5. Suggestions to future studies (1) Future studies can apply the different models of collaborative action research. For examples: the collaborations between new teachers and expert teachers, new teacher group and expert teacher group, teacher and teacher, fulltime students and part time students. (2) Future studies can conduct vertical integrated curriculum to cooperate with the grades of school.