A Research about Survey on the Curriculum Integration of Arts and Humanity Domain at Elementary and Junior High Schools in Peng-hu County

• Main Authors: Wan-ting Chiang, 江婉婷
• Other Authors: JR-SHIAN WU
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/55368420798786706750

碩士 === 國立臺南大學 === 國民教育研究所 === 92 === The purpose of this research is to study how curriculum of arts and humanity domain is integrated by teachers of Arts and Humanities Domain at Elementary and Junior High Schools in Peng-hu County, including: the current situations and predicaments, as well as the teachers’ individualistic opinions on curriculum cognition, curriculum design, curriculum implementation, teaching resources, and in-service training programs. This research is conducted mainly through questionnaires, and supplemented by interviews. The questionnaires are self-designed by the researcher. The respondents are all the faculty of Arts and Humanities Domain at Elementary and Junior High Schools in Peng-hu, and the data was analyzed used SPSS 10.0 for Windows to perform description statistics. In addition, the interviews are limited to purposeful sampling, applied along with constructional questions. The conclusions of this research are as follows: I. Aspects concerning curriculum cognition: the faculty agrees to the curriculum rationale, while dissenting to certain aspects. II. Aspects concerning curriculum design: A. Practical application of arts in life is the terminus ad quem of the curriculum. B. Textbooks are the major resource of the integrated curriculum in the Arts and Humanities Domains. C. Inadequate is the curriculum design based on the viewpoints of Arts and Humanities Domains. D. Difficult is the designation of the curriculum and conversion of the competence indicators. III. Aspects concerning curriculum implementation: A. Curriculum are self-designed and taught on subject bases. B. Curriculum integration is hardly the concern of teaching activities and evaluations. C. The hardships include lack of professional faculty in the art domain, the vertical integration, time schedule, and new teaching approaches. IV. Aspects concerning teaching resources: A. Most art-teaching appliances are insufficient. B. Coordination with extramural resources needs to be enforced. C. Difficult is the lack of professional faculty in arts, teaching appliances, and coordination with extramural resources. V. Aspects concerning in-service training programs: A. In-service training programs are not the arch way for the faculty of art to obtain new information of their practice. However, the faculty of art considers the programs as the cardinal way to enhance their professional capacities. B. Difficult are the searching for the locales of in-service training programs, arrangement of time schedule, and courses. Finally, some advices are listed in accordance with the results of this research, in order for the governments of education, institutions of faculty incubation, administrations of knowledge factories, faculty, and further researches, to reference.