| Summary: | 碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 104 === This study focused on the teaching process in which local culture was integrated into thematic curriculum, children’s self-efficacy development process, as well as the strategies employed by teachers when local culture was combined with thematic curriculum.
A comprehensive analysis was made using the data acquired from the participants. According to the analysis, when local culture was integrated into thematic curriculum, teaching process could be divided into four periods, just like the four periods in the lifecycle of narcissus, including: 1. Bulb and hydroponics – rooting period: children learned how narcissus grew as they looked after narcissus day after day. 2. Sprouting and budding – growing period: children continued their learning process and learned how to look after narcissus as well as the sculptured narcissus using mineral nutrient solutions. 3. Splendid blossoms – blooming period: children focused on the structure of flowers, observed and appreciated the beauty of narcissus through sensory contact. 4. Brilliance of narcissus – fragrance period: narcissus started to fade while children continued to look after narcissus using mineral nutrient solutions, resulting in various activities related to the curriculum.
Literatures and papers related to self-efficacy were comprehensively reviewed. The fundamentals and theoretical basis of self-efficacy were thoroughly examined. Based on the results acquired from qualitative research, 6 children with low learning self-efficacy were chosen using the Scale of Children’s Learning Self-Efficacy. Data was gathered through observations, interviews and documents for analysis and categorization. 6 children’s learning self-efficacy development was observed thoroughly. In the early stage, the children were not interested in the themes, had a passive attitude towards learning, and had no idea about learning at all. In the later stage, all children set high standards for themselves, became motivated, started to learn enthusiastically, became motivated and inspired to demonstrate their abilities, and became fully confident to accomplish their goals.
Teachers integrated local culture into thematic curriculum using four strategies, namely, 1. Connections to the community – parents were guided to take part in cultural activities. 2. Sensory contact – various means were employed to motivate the children and inspire them to improve their interest in learning. 3. Fulfillment of plan – children improved their attitudes and developed their abilities to solve problems. 4. Meeting the Masters – experts and elderly persons of the community were invited to teach the class. Last but not least, this study formulated recommendations on self-efficacy and the recommendations were presented to the subsequent researchers for their reference.
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