The action research to the development of school-based curriculum through “Still Thought” (Jing-Si-Yu)---An elementary school in Hsinchu county.

• Main Authors: Chang Jan-Chang, 張鎮昌
• Other Authors: 吳錦釵
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/44484265669313624349

碩士 === 國立新竹師範學院 === 輔導教學碩士班 === 91 === The aim of this research is to apply the “ Still Thought” Method (Jing-Si-Yu) in developing the “School-Based” curriculum in order to improve teachers’ knowledge and abilities towards editing and choosing teaching materials. This study “Still Thought”, which applied in the “ School-Based” classes which also held seminars on “professional talks” by those teachers who took part in this research on every Tuesdays and Thursdays morning from 7:50 to 8:30, and every Thursdays afternoon from 3:00-4:00, the second semester of year 2001. This is one and a half years research which commenced in February 2001 and completed in September 2002. Through research’s self-examination, observation and the analysis of the relevant documentations, this research has found that the teachers’ participation and devotion are the main factors that the development of the “School-Based” curriculum can be carried out continuously. Also, the administration’s active support, the establishment of the teaching supervision system, and the colleagues’ encouragement, which are able to help the “School-Based” curriculum to be modified constantly. From the progress of this curriculum, the teachers’ quality has obviously been improved. During the research, it clearly showed that teachers’ self-examination through “Still Thought” method, which can inspire their passions for teaching. Also, The teaching materials should be diversified and flexible when conducting the “Humanity Education” teaching methods at school. Moreover, the “Still-Thought” is a clear guidance for conducting “Humanity Education”, which meets the requirements of the nine-year curriculum sprit of the “Humanity Education”. However, there were some certain limitations in this research in terms of the teaching materials, teaching methods and teaching contents of the “Still Thought”, since this research was emphasized in recording teachers’ self-improvement and interactions while applying “Still Thought” to develop the “School-Based” curriculum. Therefore, hoping any topics that relevant to this research can be developed and explored in the future.