| Summary: | 博士 === 國立彰化師範大學 === 特殊教育研究所 === 90 === The purpose of this study was to explore the practice issues of middle school and elementary school teachers applying the Schoolwide Enrichment Model（SEM） in the 1st-9th Grades Curriculum Alignment. In order to achieve above purpose, the methods used for data collection are participant observation, in-depth interview, focus group interview and documentary analysis. Meanwhile, using the coding procedures, open, axial and selective coding, based on grounded theory to process data, then to induct the integrated conceptual structure of the study.
17 middle school and elementary school teachers selected as purposeful samples at the Affiliated school of National Kaohsiung Normal University. The researcher discussed with them on the topics of how to apply SEM in the1st-9th Grades Curriculum Alignment. The overall data collection and analysis based on the following dimensions in the 1st-9th Grades Curriculum Alignment：(1)the overall curriculum plan of school；(2)the curriculum development committee；(3)integrated curriculum design and development；(4)school-based curriculum development；(5)multiple assessment procedures；(6)teacher’s professional development ；(7)doing action research.
According to the field study and induction, the findings and conclusions were as following：
1. The vision of SEM is consistent with the 1st-9th Grades Curriculum Alignment.
2. The school structures components in SEM could be applied to the overall curriculum plan of school in the1st-9th Grades Curriculum Alignment.
3. The organizational components in SEM could be applied to the curriculum development committee in the1st-9th Grades Curriculum Alignment.
4. The curriculum modification techniques of service delivery components in SEM could be applied to the integrated curriculum design and development in the 1st-9th Grades Curriculum Alignment.
5. The enrichment learning and teaching of service delivery components in SEM could be applied to the school-based curriculum development in the1st-9th Grades Curriculum Alignment.
6. The total talent portfolio of service delivery components in SEM could be applied the portfolio assessment of multiple assessment procedures in the 1st-9th Grades Curriculum Alignment.
7. The professional development triangle of organizational components in SEM could be applied to teacher’s professional development and empowered to do action research in the 1st-9th Grades Curriculum Alignment.
According to the above conclusions, the researcher proposed some suggestions as following：
1. To enhance both of gifted education and regular education. work together in curriculum design
2. To think the possibility of linking up both SEM and the1st-9th Grades Curriculum Alignment practically.
3. To intensify the functions of the curriculum development committee in the1st-9th Grades Curriculum Alignment.
4. To bring more flexible of curriculum design in the1st-9th Grades Curriculum Alignment in practice.
5. To encourage teachers to do action research for promoting their professional development.
6. To develop the potential talent of highly capable students in regular schools.
7. To develop independent study program as weight-bearing point in the1st-9th Grades Curriculum Alignment.
8. To value the development each other of the 1st-9th Grades Curriculum Alignment and gifted education.
9. To promote the cooperation opportunity of dialogue and communicate between middle school and elementary school teachers.
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