| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 95 === The textbooks were no longer the sole source of knowledge gaining after the Board of Education emancipated the control over the textbooks compilation and implemented the Grade 1-9 Curriculum. Teachers can regulate the subject matter flexibly or develop the curriculum by themselves. The main focus for this paper is therefore to study how teachers interpret texts, make curriculum decisions and teach appropriately in order to achieve the goals of the curriculum when they confront with multiple texts.
The purpose of this study is to investigate how an elementary school teacher interprets and practices the text of Social Studies. Case study method is adopted in this research. The case is a Fourth-Grade teacher in a primary school in Taipei City. Through classroom observations, interviews, and document analyses, the author restructures the process of the teacher’s text interpretation and pedagogical praxis in the curriculum of Social Studies.
The conclusions of this research were as follows:
1. The teacher made use of multiple texts to compose the curriculum of Social Studies; however, the textbook remained the main reference material when the teacher interpreted and practiced the curriculum of Social Studies.
2. The teacher used the horizon shaped by his experience to interpret the texts. He comprehended the meanings of the texts accurately by repeating the materials, correlating the pictures with the captions, and comparing the similarities and the dissimilarities of the different texts.
3. The pedagogical praxis of the curriculum in Social Studies is a circulating procedure of interpretations, transformations, instructional actions, reflections, and the accession of new comprehension.
4. Although the teacher adopted multiple viewpoints to interpret the texts, somehow his instructional actions reflected his fidelity. Hence, the performance of the teacher’s text interpretation and instructional actions were not in accordance.
Some suggestions were made for teachers of Social Studies：
1. They need to understand the significance of Grade 1-9 Curriculum Guidelines and Competence Indicators/Benchmarks.
2. They need to interpret the textbooks in consistency from beginning to end.
3. They should strengthen their abilities to transform textbooks.
4. They should enrich their professional knowledge continually.
Finally, some suggestions were made for a future research about how to select the case or the topics and to extend the study more in depth.
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