| Summary: | 碩士 === 國立臺北教育大學 === 社會科教育學系碩士班 === 94 === Abstract
The homeland curriculum has been integrated into the elementary school curriculum ever since the implementation of the Grade 1-9 Curriculum. This study aimed to examine the current situation, to investigate the teachers’ demands and to provide suggestions for using internet resources in teaching homeland curriculum at elementary schools in Taipei.
This study adopted stratified random sampling to choose 700 teachers from 71 elementary schools in Taipei City to answer a teacher-made questionnaire. The findings are as follows:
1. There is an imperative demand for homeland website resources and many teachers affirm the importance of using internet resources in teaching homeland curriculum.
2. Most teachers are able to search and apply internet resources into their instruction of homeland curriculum.
3. The most popular strategy is to use internet search engines to build up linkages to useful homeland resource websites.
4. Time constraint due to busy workload is the main hindrance for teachers to use internet resources.
5. Most teachers use school hours to search for internet information and prepare for their homeland teaching.
6. Elements of premium homeland websites include: (1) being able to promote teaching quality and learning interests, as well as to provide updated information; (2) being able to offer useful, basic and important information on teaching and curriculum; (3) providing bountiful and functional information at a high browsing speed.
7. History, geographic backgrounds and arts are the three main internet search topics by homeland teachers.
8. The differences in teachers’ backgrounds highly affect the contents and functions of using internet resources in teaching homeland curriculum.
Finally, this study suggested that practical policy, such as the elimination of teaching periods for those winners of homeland multimedia production contests, should be adopted by the government. Besides, homeland resource centers should be established at schools to collect, manage and promote the teaching of homeland curriculum. Furthermore, more homeland workshops should be arranged for teachers to enhance their professional abilities in using internet and computerized resources. Finally, teachers should cooperate as team workers Experts should be integrated into the team, so as to promote excellence in teaching homeland curriculum.
Key words: homeland teaching curriculum, teaching resource websites
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