An Action Research of Constructing and Implementing Narrative Curriculum for Primary School

• Main Authors: Hua-shu Hsu, 許華書
• Other Authors: Chi-Sui Hsu
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/45815568664362649455

碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 98 === The study uses an action research approach, with second grade students as the research object. The study tries to work out a design framework based on the narrative curriculum planning template proposed by Lauritzen and Jaeger, utilizes picture books for texts to construct the narrative curriculum for the second grade in elementary school, and implement the curriculum. By collecting and analyzing various information, including teaching facts, reflections on teaching, observation and records, interviews, student works, and parental feedback, etc., students’ learning process of narrative curriculum is tracked and understood, and the difficulties teachers confronted in such teaching is examined, together with solutions proposed. A summary of research findings is as follows: I、 The process of constructing narrative curriculum. 1. Students understanding the outline of the text would help with narrative curriculum. 2. Children are the partners for constructing narrative curriculum. 3. Narrative curriculum has the property of trans-disciplinary integration. 4. Take authentic assessment giving attention to both the process and result of narrative curriculum learning. II、 Students’ learning process in narrative curriculum. 1. Between students and narrative texts is a dynamic relationship. 2. Narrative curriculum can increase students’ learning motivation and help with cognitive learning. 3. Narrative curriculum helps students with their moral affection learning. 4. Develop the spirit of initiative exploration, and inspire multiple intelligences. III、 Difficulties confronted in implementation of narrative curriculum and solutions. 1. In selecting and evaluating questions, pay attention to those questions that improve thinking level. 2. Self-motivated exploration activities are what matter to children. 3. Understand students’ prior knowledge, and provide well-prepared and sufficient resources for exploration. 4. Analyze outline of text, identify the goal, and avoid too trivial and time-consuming exploration. 5. Develop the idea of consistency between teaching, learning, and assessment. 6. It is necessary to develop teachers’ curriculum value and belief. Finally, based on research findings, researchers bring up some specific suggestions for implementation of narrative curriculum teaching in primary schools and future researches.