A Study of Plan for Community as Classroom Promotion in Elementary Schools of Taipei County

• Main Authors: Shi-En Lin, 林錫恩
• Other Authors: Chi-Win Fun
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/24548557193334484984

碩士 === 國立花蓮教育大學 === 國民教育研究所 === 94 === The major purpose of this study was to explore the execution of “Community as Classroom” in elementary schools of Taipei County. To reach the purpose, literature review, questionnaire survey and interviews were adopted. The questionnaire contents 5 weighted graphs – the cognition of concept, the strategies of execution, the effectiveness of execution, the limitation of straits and the affecting factors. This study’s samples were taken from education personnel of the public elementary schools in Taipei County. The collected data were analyzed by descriptive statistic, t-test, one-way ANOVA and Scheffé Method. The researcher also interveiw a school to compare with quantity study. According to the research results, the following conclusions were made: 1. Education personnel all had good awareness on the overall situation, the cognition of concept, strategies of execution, execution effectiveness, the limitation of straits and the affecting factors. 2. The main reasons of promoting Community as Classroom were the purposes of implementing integration of school culture and community resource, transforming community resource into school curriculum and encouraging collaboration among school educators and community people. 3. The strategies of execution of promoting Community as Classroom got favorable cognition in Encouraging parents’ participation, establishing community network , establishing a sharing platform and promoting service study. 4. The execution effectiveness of promoting community as classroom got favorable cognition in extending students learning aspects, implementing school-based curriculum development, promoting teacher/student community cognition and passing down the development of community culture. 5. The limitation of straits of promoting of Community as Classroom was from the lack of school funds, the lack of time for curriculum research, the lack of overall curriculum planning. 6. The affecting factors of promoting Community as Classroom were in the following order: personnel professionalism, contents of plan, organizational operation and resource integration. Factors that affect Community as Classroom were in the following priority: passion and willingness of participants, interaction and communication skills of participants, periodicity of execution contents, participants’ professional knowledge and development. 7. Teachers who concurrently do administrative work had higher cognition in the aspects of overall situation, cognition of concept, strategies of execution and execution effectiveness. 8. Experienced Schools educators had higher cognition in strategies of execution and execution effectiveness. 9. The limitation of straits of promoting of Community as Classroom got difference in the participating time, the size of school and the location of school for the school educators who were promoting the plan of Community as Classroom. 10. Male education personnel have higher cognition of overall situation in promoting the plan of Community as Classroom. 11. They actively integrated local community resources, established community classrooms, encouraged parents’ participation and organized strategic alliance that plans regional curriculum. With integrated activities as the principal axis, to establish community recognition. According to the conclusions, some suggestions were proposed: 1. Suggestions for Education Director Agencies of County and Cities : Motivate teachers, implement related educational regulations , budget liberally according to the law, integrate source and nurture vision for future education development, balance and share resource between countries and cities. 2. Suggestions for Elementary Schools and Teachers: Establish school as a base for curriculum development, make the curriculum in everyday life, cultivate own curriculums and establish curriculums that display own uniqueness,, pay attention to the local culture, establish localized education community, strengthen interaction between members ,mould a culture of collaboration between teachers and parents.