| Summary: | 碩士 === 臺北市立教育大學 === 音樂學系碩士班 === 98 === How do teachers get over their teacher-centered tendency to form an effective team in this globally competitive era? What kinds of integrated curriculum can, for upper-grade elementary students, bring meaning to them and live up to their ability in this knowledge-inundating era?
In response to the above questions, a voluntary teacher team was formed. This group, under the initiative of the music teacher, consisted of three teachers that taught in the same school and that compensated with each others in their teaching years, personalities as well as academic backgrounds. In order to lead students to feel and to express their unique thinking in integrated curriculum and team teaching, this teacher team worked hard on cooperative dialoguing. The purpose of this study was to utilize qualitative action research to investigate how this teacher team dealt with the question of “leading students to feel and to express their unique thinking.” The process and types of the upper-grade Arts and Humanities integrated curriculum that underwent two cycles and that lasted for three and half years were also studied.
According to the research findings, based upon the different personalities of teachers and through conflicts-resolving process, a working network of facilitator, mediator and leader was identified. The key to the interaction between students, their created works and process and to the change from comprehensiveness to the depth of the integrated curriculum, was found to be waiting and connecting. The type of integrated curriculum from this study can be described as a “Three-Three” model, in which the principle of “diversity, life and interaction” was infused into the three stages of “arts concepts, curriculum content and creating process.” In such a model, the team teachers resorted to their professionalism and to the statues of their students, adopted within-subject, across-subject, multi-subject as well as across-domain curriculum integration models. The researcher suggested that ideas counted more that actions in a teacher team. Be critical, be active in overcoming obstacles, be ready for action and be willing to take on long-term execution are the ultimate drives for the implementation of integrated curriculum.
|
|---|
