The Implementation of "Grade 1-9 Curriculum" in a primary school:perspectives of critical pedagogy

• Main Authors: Chia-Ling, Wang, 王嘉陵
• Other Authors: 方德隆
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/91897854230842925670

博士 === 國立高雄師範大學 === 教育學系 === 94 === The Implementation of “Grade 1-9 Curriculum” in a Primary School — Perspectives of Critical Pedagogy This thesis is based on data from a case study. The site of the case is a primary school where I teach. I use methods of participant observation, in-depth interview and document analysis, in order to answer three questions: 1. What is the difference between the official ideal curriculum of “Grade 1-9 Curriculum” and experienced curriculum in the target school? 2. How is the real process of “Grade 1-9 Curriculum” implementation in this case? 3. What ideas can be obtained from thinking about curriculum implementation via the perspectives of critical pedagogy? In this research, I find the ideal of new curriculum outline is difficult to be put into practice, because teachers tend to hesitate to be border crossers for integrated curriculum and the performance of students’ learning achievement is regressive. As far as the process of curriculum practice is concerned, the production and review of curriculum plan reflect Tyler’s rationale in the development of school curriculum, which leads to passive and active resistance from teachers. Besides, the selection of curriculum content is affected by political and economic factors. Teachers are intellectual deskilled by relying on teacher-proof curriculum packages. About the interpretation and practice of curriculum in classrooms, it is not easy for teachers to challenge text authorities, but we still see some positive examples of curriculum transformation which is based on students’ life experience. Sadly, in my field, few teachers correspond to the request of transformative intellectuals and the school is far from a democratic public sphere which is the ultimate mission of critical pedagogy. It means the aims of critical pedagogy cannot be realized in curriculum practice in Taiwan. Finally, according to the conclusions, some suggestions and reflections are presented in this thesis.