An Action Research on the Curriculum Design with the concepts of of Glocalization in primary Social～With The Kaohsiung MRT and World Gamesas for example

• Main Authors: Feng-ju Chang Chien, 張簡鳳如
• Other Authors: Hui-Lan Wang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/99036245489778095256

碩士 === 國立屏東教育大學 === 教育學系 === 98 === Abstract ‘Glocalization’ emphasizes the comprehension of global culture must start from the local area. Therefore, the curriculum of glocalization must also have more awareness and innovation of local conditions besides integrating with the local features. Put the action-research as the research approach, the researcher’s students, Grade 6 Class A of Sunshine Primary School (a pseudonym) in Kaohsiung were the research participants to carry out the curriculum implementation. Based on the field of social studies, this research considers both the development and features of Kaohsiung city and the background and experience of students. The Kaohsiung MRT (捷運) and World Gamesas (世運) have been adopted as the main themes to develop the curriculum of glocalization (which comprises five units) that is suitable for the sixth grade students, and hopefully to help students, from their self-experiences, to reconsider the relationships between local living space and the whole world and re-appreciate local space and culture. During the process of curriculum implementation, the methods of observation, interview, document collection and reflection field notes had been used to gather the data. From the reciprocal teaching-and-learning process, the teaching strategies were adjusted successively by the researcher in order to promote students’ learning interests and learning effects. Main research discoveries and conclusions are as follows: 1.The course development and the curriculum project: a.The concept of glocalization is conducive to the understanding of the reciprocation of global and local relationship. b.The teaching project of glocalization must connect with students’ life experience, and also integrate local features and social care, so as to stress the aspect of “Foothold in local area, eyes on the world.” c.The search of the curriculum theme must from the view of modern living circle. 2.The use of teaching strategies: a.Understanding the local features is the base of progressing the curriculum of glocalization. b.Using teaching media could improve the teaching quality. c.Practical activities are conducive to promoting students’ learning interests. 3.The learning results : a.The curriculum of glocalization helps students to realize the influence of globalization to daily life and the impact on local culture. b.The curriculum of glocalization can push students to appreciate the meaning and the value of local culture, and to re-think the relationship of local area and the whole world. c.The curriculum of glocalization is conducive to help students in respecting and accepting different culture. 4.The professional development of teacher-as-researcher in this study: a.Through action research, it can improve teacher’s professionalism and teaching potency. b.Team teaching and feedbacks from peer-review are useful for improving teaching skills. According to the results of research above, to the curriculum project and teaching implementation of glocalization, and its post-research in the future, they give some further suggestions respectively, and hope that they will be the references for teachers and the curriculum researchers when developing the curriculum of glocalization.