A case study of English activating curriculum implementation in one elementary school in the New Taipei City

• Main Authors: LIU.MEI-CHEN, 劉美岑
• Other Authors: 方志華博士
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/36821920778431438577

碩士 === 臺北市立教育大學 === 課程與教學研究所課程與教學碩士學位班 === 101 === A case study of English activating curriculum implementation in one elementaryschool in the New Taipei City Abstract Objective of this research intends to explore the statuses of English activation curriculums implemented during the three years between 2010 and 2012 and recommendations for English activation curriculum at a certain study-case elementary school in New Taipei City. This research adopteds the case study method and by going through interviews, observations and documentation analyses this research collected information so as to understand the situations for English activation curriculum implemented at the study-case school. Subjects of the interview included those who attended experimentation curriculum program during 2010 like school admin personnel, full-time English teachers, classroom teachers, parents, students. Findings of this research are as follow: One: Implemented development journey I. The teaching situation during academic year of 2010 was found rather chaotic －at first, there were lack of teachers which was rather difficult for them to adapt. II. Teaching orientation during academic year of 2011 was crystal clear and teaching resources were found to have a good rapport with the program therefore this saved the day. III. During academic year of 2012, it was found that the teaching staffs were optimistically concurred with the program and it was calm without further dissention. Two: Views taken from relevant personnel as opposed to the implementation achievements I. Views from admin personnel 1. The implementation for English activation curriculum did achieve the objective of cutback on the courses offered by teachers and generate a smooth course arrangement transition. 2. Curriculum of English activation did strengthen the student attitude towards recognition and preference to internationalized cultures. II. Teacher’s perspectives 1. Activation curriculum will not be merged into the official program therefore in the aspect of design it can be diverse in addition to showcasing the professionalism from English teacher. 2. Activation curriculum can be vivid and vivacious therefore it can trigger the student learning motivation. III. Views from parents 1. Activation curriculum can increase the exposure to English and opportunity for the kids to facilitate the cultivation of reading habits as well as the reasoning process. 2. Courses will turn into something livelier and rich in content, the experimentation courses render the kids to love to get in touch with anything in English. IV. Views from students 1. International and cultural experimentation arranged in the curriculum would render taking the lesson to become a happy experience in learning. 2. Curriculum would be straightforward and fun to learn therefore the teaching activity can inspire learning as result. Three: Views on the implementation setbacks by relevant personnel I. Views from admin personnel 1. There is not enough transparency in the policy making therefore there will be huge gap between implementations which can overload the teaching talents as well as administrative work in class scheduling. 2. Not accepted as evaluation matrix for academic performance can be difficult to acquire overall parental recognition. II. Views from teacher 1. Normal class arrangement can hardly take care of learning discrepancies thus the twin peak phenomenon of English capability remains. 2. Self-designed courses and remedial teaching are found rather limited in both the time and effort. III. Views from parents 1. Since the parents acknowledge the lack of English knowledge and capability within themselves therefore there is little room left for them to accommodate themselves to the teaching efforts as well as assist the students. 2. Activation curriculum remains as an experimentation project without any test and inspection capability therefore the overall effectiveness would be rather limited. 3. Learning environment and the class offering scenario are less than preferred. IV. Views from students 1. The school can not sustain the efforts in providing students with the immersion learning practiced at English Wonderland -Kuolai Campus therefore the learning inspiration can not be sustained. 2. For those students with better performance they view this curriculum as excessive and redundant, a waste of time and effort. Lastly this thesis will propose recommendations according to research findings and dedicate to “Activation curriculum and experimentation program” offered in New Taipei City, study-case school admin and ensuing researches to serve as references for future development and research. Keywords： New Taipei City, English activation curriculum, Curriculum experimentation program