| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 93 === A Study of The Implementation of Curriculum Development Organizations for Elementary Schools
－ Taking Elementary Schools in Kaohsiung-Pingtung Areas for Examples
Abstract
This study aims to explore the current implementation of elementary schools’ curriculum development organizations for Kaohsiung-Pingtung areas after the full implementation of the Nine-Year Integrated Curriculum and analyze the exercising models and encountered problems for the curriculum development organizations of Kaohsiung-Pingtung areas. And finally, it summarizes the results of the study , suggests an ideal exercising model for curriculum development organizations and gives suggestions for the education officers and schools for their future reference.
The researcher adopted three methodologies, including literature review, questionnaire and interviews. The 720 samples for the questionnaire were drawn from the members of the 93rd academic year Curriculum Development Committee (CDC) for elementary schools in Kaohsiung-Pingtung areas, including executive members, heads of the school grades and leaders of the learning fields in Kaohsiung City, Kaohsiung County and Pingtung County. There were totally 584 valid samples collected. The data were analyzed through frequency distribution, percentage, chi-square test, one-way ANOVA with covariances, one-way analysis of variance and Post hoc Scheffe using SPSS 10.0.
Through literature review, questionnaire and interviews, the conclusions were:
1.The current implementation of curriculum development organizations for elementary schools in Kaohsiung-Pingtung areas
(1)The main curriculum development organizations are the CDC and groups of different learning fields.
(2)The CDCs in most schools are now in shape. But they do differ in rules such as the composing and electing members and the duration of the members.
(3)The participation for different curriculum development organizations is not enough and it doesn’t catch the spirit of the School-Based Curriculum (SBC) development.
(4)In most schools, principals are the “so-called” director of the organizations but they “don’t really participate that much.”
(5)The frequency of inviting experts to attend the meetings does influence the development of the SBC.
(6)The smaller and the more remote the schools are, the higher the level of workload overlapping of the curriculum development organizations and their executive organizations.
2.The exercising model of the curriculum development organizations in elementary schools of Kaohsiung-Pingtung areas
(1)Generally speaking, the exercising of the curriculum development organizations gains positive response. Schools in Kaohsiung City exercise much better than those in Kaohsiung County and Pingtung County.
(2)Among the exercising models for curriculum development organizations, Kaohsiung City is more of “Group-Sharing Model”, Kaohsiung City is more like “Individual Decision-Making Model” and Pingtung County is between the “Individual Decision-Making Model” and the “Garbage Can Model.”
(3)Schools with 13-48 classes tend to work as the “Group-Sharing Model”.
(4)Schools in the city areas are exercising more with the “Group-Sharing Model”; those in remote areas are more with the “Individual Decision-Making Model and schools in rural areas are with both the “Individual Decision-Making Model” and the “Garbage Can Model.”
3.The encountered problems for curriculum development organizations in elementary schools of Kaohsiung-Pingtung areas
(1)Generally speaking, most schools encounter more or less problems in threes aspects including “time and exercising”, “members and participation” and “function and duty.” Kaohsiung County encounters the most problems. Pingtung County and Kaohsiung City encounters the least problems.
(2)In problems such as “uneasy to find common meeting time”, “members don’t understand the function and mission of the organization”, “lack of guidance from the key curriculum leading character and experts” and “with little care about members’ opinions and suggestions”, Kaohsiung and Pingtung County are found with more serious problems than Kaohsiung City is.
(3)The middle and bigger-sized schools are found with less curriculum development organizations problems than the small-sized schools are.
(4)Schools in city areas encounter less problems in three aspects including “time and exercising”, “members and participation” and “function and duty” than the rural and remote schools do.
After the above findings, the researcher offers the following suggestions:
1. for the education executive organizations, we should:
(1)put into practice the professionalizing of the executive branches; strengthen the curriculum promotion and counseling.
(2)establish the“curriculum counseling service team” to provide small and remote schools with experts and scholars to give guidance and counseling.
(3)integrate some items for schools’ evaluation; process the evaluation of the SBC so the curriculum can be developed effectively.
(4)among the rules for electing principals, stipulate the rule that future principals must be trained professionally with curriculum developing ability.
(5)for the short term, the resource of 2688 should be used to give teachers more time to participate in curriculum development and for the long run, the teacher-student ratio should be raised to 2.0.
(6)balance the development and resource share for city and rural schools.
2.for schools and curriculum development organizations:
(1)Principals lead the school professional groups with “the flying-geese model”, exert human caring and shape superior campus culture.
(2)We should establish rewarding systems to raise the willingness of teachers to participate in the curriculum development organizations.
(3)We should make the exercising of different learning fields curriculum groups active, arrange common times to discuss curriculum-related things.
(4)Schools should understand that the Director for Academic Affairs is the key character for curriculum development and Heads of School Grades and Leaders of Different Learning Fields are also important elements for curriculum development.
(5)To maximize the effect of the organization, the curriculum development organizations for small and remote schools should be simplified and integrated.
(6)We should establish the curriculum development team for electing members of curriculum development organizations; elect teachers with professional curriculum background and ability to attend the organizations.
(7)We should establish the SBC decision-making counseling team and make the decision-making process open and transparent.
3. for teachers, we should:
(1)encourage teachers to attend curriculum-related trainings and seminars to raise their ability on action research.
(2)encourage teachers to participate in curriculum research and change their roles from “class-teaching workers” to “curriculum developers”.
(3)encourage teachers to keep in touch to talk more professionally and make the organization more harmonious.
Key words: Kaohsiung-Pingtung areas, curriculum development, curriculum development organization
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