The Relationships between Teachers'' Cognition of School-based Curriculum and Class Management-An Example of L Elementary School in Jhong-li City

• Main Authors: Yen-fan Chang, 張燕芳
• Other Authors: Hui-hua Ouyang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/v2rxqp

碩士 === 健行科技大學 === 經營管理研究所 === 102 === Because of the lower birth rate, Ministry of Education set the regulation that all elementary schools should have school-based curriculum. It is worthy to take this policy into consideraion in order to promote the teaching effectiveness According to many research findings, effective class management is helpful to teaching. The four models--- dualistic model、interlocking model、concentric model and cyclical model show differences between curriculum and teaching. But there is no explaination to them. The inter influential relationships of school-based curriculum, teaching and class management which can promote the the quality of teaching and class management effectiveness should be distinguished. Many researches about curriculum and teaching emphasize the combinations of them. But there is no mention about how to measure teaching . Generally speaking , teachers have great influence on teaching. The way of teaching refers to personal behavior. This study take the cognition variables which is more objective as operational definition indicators to measure the teachers’cognitions to the curriculum. Therefore we can distinguish the intervaning relationships between school-based curriculum and class management and promote the effectiveness of class management. A case study is adapted. The data is collected from the interviews of 12 class tutors. It spends 24.5 hours. The main findings are as follows: I. According to the teachers’ cognitions of school-based curriculum, up to 60% achieve knowledge dimension of meta cognition knowledge and 90% of them achieve cognitive process dimension of evaluation and creation. The result shows that teachers have highly cognition of school-based curriculum. II. The teachers’ cognition of school-based curriculum achieve cognitive process dimension of evaluation and creation has close relationship with teaching. 90% of school-based curriculum presents concentric model . III. Only one school-based curriculum presents cyclical model,the teachers’cognition achieve knowledge dimension of conceptual cognition knowledge and apply cognitive process dimension . IV. The more the teachers’cognition to school-based curriculum have, the more the effectiveness of class management have. V . When the teachers’ cognition as intervaning variable don’t be taken into consideration, it presents dualistic model which has low knowledge dimension and cognitive process dimension Based on the findings above,teaching is really an intervaning relationship between curriculum and class management. If we ignore the influence of teaching between them,it doesn’t work. It assumed that the more the teachers’cognition to school-based curriculum have, the more the specific effectiveness of class management shows. This study proposed that we may take teaching into consideration if we research the relationships of teaching,curriculum and class management in the future.