| Summary: | 碩士 === 國立中正大學 === 教育研究所 === 92 === After the implementation of Curriculum guidelines, teachers have autonomy in curriculum, and can develop the curriculum to fit into the school and the students under the frame of Curriculum guidelines to improve their instruction. However, scholars indicate that there have many restrictions on Arts and humanity learning field. Therefore this study adopts method of qualitative case study, collecting information by interview, observation and analyzing documents of the cases to research the curriculum rationale and the procedures of curriculum design in Arts and humanity learning field of the elementary school teachers. The conclusion of this study includes the following:
1、Refer to the teachers’ curriculum rationale:
The teachers have professional training, but lack of the curriculum-design training course in Normal University. The teachers have diverse rationale and curriculum conception, and have different orientations in curriculum design.
2、Refer to the teachers’ curriculum goal:
The motivation to curriculum design came from administration and teacher’s ideas, and the curriculum planning in Arts and humanity learning field focus on the goal of exploration and performance. The teachers in the same grade decide the curriculum goal by discussions, and plan only a unit curriculum.
3、Refer to the teachers’ curriculum selection:
The teachers have different orientations on curriculum selection. The teachers add units and activities that contain many teaching materials in the middle of semester.
4、Refer to teacher’s curriculum organization:
The teachers consider the instruction and the ability of students when organizing the curriculum, but omit the vertical organization of Arts and humanity learning field, while the horizontal organization focus on the inner-field of the integrated curriculum.
5、Refer to the teachers’ curriculum implementation:
The teachers always focus on their specialty and take the model of Curriculum Enactment. The indetermination of curriculum, administrative task and the applicability of integrated curriculum affect the implementation of curriculum.
6、Refer to the teachers’ curriculum evaluation:
The teachers use diverse method to evaluate students’ achievement, but lack of the standard, and the main occasion to evaluate their curriculum is the prime time of teaching. The curriculum evaluation lack of the administrative determines.
Finally, this study makes suggestions about curriculum design and future research on Arts and humanity learning field.
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