| Summary: | 碩士 === 國立臺北教育大學 === 國民教育學系碩士班 === 97 === Aiming at meeting the spirit of the Grade 1-9 Curriculum as well as the concept of global education, the issue of global food crisis was taken as the central topic in this study by means of the design model of curriculum integration to develop a theme-based teaching scheme of global education on global food crisis, which was suitable for higher-grade students in the elementary school. The channel of multiple intelligence was employed to proceed to teach; the progress of teaching goals was also studied. For research methodology, action research was applied to implement the total 19 classes of teaching activities targeting at 34 six-grade students, all belonging to a class taught by the researcher, since March to May in 2009. Through unceasing introspection, the researcher revised the teaching scheme as well as examined perception, sentiment, and the progress of participating and teaching goals by means of the methods, including perception tests, teaching journal and reflection notes, interview records, lunch behavior records, and learning sheets.
The discoveries of this study are indicated as follows:
1. Applying the approach of teaching integration and the theory of multiple intelligence to the development of the theme-based teaching scheme of global food crisis can integrate complicated, multiple concepts, improve the learning desire of students, and help the implementation of global education.
2. The teaching scheme developed by this study will significantly increase students’ perception of global food crisis.
3. The teaching scheme developed by this study will make students profoundly introspect their own eating habits and think over the influence of their personal behavior on the environment.
4. The teaching scheme developed by this study will make students responsible for the influence of their personal behavior on the world and willing to promote the concept of cherishing food at school and home.
5. While developing teaching schemes, teachers will advance the growth in global education and increase the professional knowledge and skills in teaching with the help of the process of action, introspection, amendment, and reaction.
Based on the aforesaid research discoveries, suggestions were brought up for teachers’ teaching practice, school teaching strategies, and following research.
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