國民教育階段在家教育課程實施之個案研究--以新竹市為例

• Main Authors: TIN. LI CHIEH, 丁莉杰
• Other Authors: 周淑卿
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/04911285926001929947

碩士 === 國立台北師範學院 === 課程與教學研究所 === 90 === Abstract This study examines one of the home-schooling case studies in Hsinchu city, which looks in—depth at the progress of implementing the curriculum for the home-schooling case study in Hsinchu city. This study has four objectives: 1. Examine the factors behind parents’ choosing home-schooling. 2. Understand parents’ concept and perspective as they design and implement home-schooling curriculum. 3. Understand the path and problems of the case study of implementing the home-schooling curriculum in Hsinchu city. 4. Suggest relevant curriculum and teaching of the home-schooling experimental project in Hsinchu city. This research is based on the case study whose main source of data comes from observation and the supplemental data from interview and document analysis. The study finds: 1. Parents opt for home schooling because of “religious backgrounds,” “their perspective towards child education,” “their perspective towards society and school,” and “the legalization of home-schooling.” Parents want to tailor education to suit the child’s capacity, their children to grow up in a unpolluted environment, their children to learn subjects unavailable at school, to become closer to their children and more diversified learning. Such attempt does indeed consider what is best for the children but lacks the interaction and cooperation with their peers. 2. The parents’ concept of devising the teaching plan, including the building of proper sense of values, cultivating children’s initiative to learn and watching for children’s basic abilities. 3. When devising the curriculum for the teaching plan, parents choose teaching material based on their own school experience, assumptions of their children’s interests and subject distinction. The teaching method is personalized and contains outdoor teaching; but due to subject-distinctive teaching, the teaching plan seems to be unstructured and lacks horizontal connection. The evaluation consists of the formative and total types. The daily schedule is highly structured to avoid the parents from over-relaxing or over-sight. 4. The curriculum consists of “common knowledge,” “language,” “mathematics,” and “activities.” Except the violin class, the others have diverged from the original subjects in the teaching plan, teaching progress and expected results. However, the theme revolves around “personal character” once the curriculum is under way, which makes the curriculum tend toward integration. 5. Regarding the teaching methods of language and common knowledge, mothers generally review, introduce new material and practice, with their teaching methods being adjusted according to the problems that arise. While mathematics is taught incrementally and tests are given to confirm learning before new materials are taught. Swimming and basketball classes are taught with mixed-age students. 6. Though the curricular structure is mainly organized by mothers, it is flexible according to the children’s needs; while mothers do schedule classes without changing the same to suit the children. 7. The dining room at home is chosen as the classroom to offer a non-pressurized learning setting that induces learning with an open mind. While prayers and concentration games are used to create a learning mood, which is worthy of emulation. 8. The evaluations consist of “in-class evaluation,” “learning-progress records,” and “end-of-term total evaluation.” The substantial evaluation of the in-class evaluation adopts “question raising,” “ball games,” and “solitaire” and so is more active and diversified. To allow for grading and a basis for the homeroom teacher to grade, term-end written tests are given. 9. The obstacles to implementing the curriculum include teaching ability, teaching resources, personal interaction, and activity classes. 10. Parents need help from administrative agencies, including emotional support, provision of teaching material and resource information, help with using public resources, and full advise of what-to-do for the schools.