Evaluation on shool-base curriculum for an elemental school

• Main Authors: Ku shu-chin, 古嫊琴
• Other Authors: Wan pao-jin
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/38616797040430368281

碩士 === 臺北市立師範學院 === 國民教育研究所 === 92 === Abstract The purpose of this research is to explore the design of the homeland education in Bazhlan Primary School, to define the problems within the design itself, and to make suggestions in accordance with the findings of the curriculum design evaluations for future references. The design of the homeland education combines community resources to develop unique characteristics of the school. Moreover, the students are encouraged to learn, to care, and to acknowledge their native land to be able to develop it and eventually to pay attention to the world. According to each individual curriculum evaluation, conclusions are made as follows: 1. According to the result of the research, the researchers believe that the teachers in the school have already acknowledged the trend of the curriculum reformation. They understand that teachers are not only the curriculum executors, but also the designers, the researchers, and the evaluators. Therefore, there is a common consensus on the development of the school-based curriculum. However, the problem, which needs to be solved, is the arrangement of the class duration. Most teachers point out that short class duration affects the progress of the school-based curriculum. 2. Observing the curriculum outlines, the lesson plans that teachers design all follows the principles of Grade 1-9 Curriculum of Elementary and Junior High School Education, the goals of curriculum development indicator, and curriculum stage indicator. 3. Observing the lesson plans and the content in different curriculum stages meticulously, the lesson plans that teachers design all include diverse goals and indicators for different stages. This shows that teachers can fully exploit the principles of Grade 1-9 Curriculum of Elementary and Junior High School Education. 4. The design of the homeland education can qualify the general progress of curriculum development. 5. The design of the homeland education qualifies the goals and ideas. 6. The design of the homeland education qualifies the requirements of the curriculum and its learning activities design. 7. The design of the homeland education qualifies the contents of teaching and learning. 8. The design of the homeland education can make a well use of curriculum resources. 9. Teachers have formed new concepts for innovative curriculum spirits; however, the improvement is required to be made in the knowledge and the abilities of designing the homeland education curriculum. According to the result and findings of the homeland education curriculum evaluations, suggestions are made to educational administration organizations, schools, teachers, and the researchers of further studies as reference resources for improvements.