The Application of CAPE Model to Construct Teaching Model for New-Immigrant Students

• Main Authors: WU, HSIAO-PING, 吳筱萍
• Other Authors: CHENG, YUEH-HSIU
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/19059523752504202552

碩士 === 國立雲林科技大學 === 創意生活設計系 === 104 === 　　The world develops rapidly and intensely nowadays, and the issues between arts education and multiculturalism have obviously become an essential trend in many countries. In order to fulfil the purpose of diverse implementation to arts infused curriculum that the application for Taiwan's new-immigrant students is extremely important. Therefore, arts as teaching method was emphasized in this study. The main concept referred to the most groundbreaking model - Chicago Arts Partnership in　Education〔CAPE Model〕, which methodology is built around four key components: inquiry, documentation, professional development, and collaborative research. Through arts infused curriculum and multicultural education are as a foundation of the study, this study organized “The Curriculum Design of Arts Infused Curriculum for New-Immigrant Students” which was through the implementation of practical teaching curriculum, and revised teaching method and context in each curriculum’s unit by Action Research. This study was also collected and cross- analysed the information from different people which was accomplished the evaluation of the appropriate curriculum factors for new-immigrant students, and explored the attitude and behavior factors of participants in this curriculum. Therefore, it forges a model, “The Application of CAPE Model to Construct Teaching Model ”. 　　The main methods were Action Research, Literature Review and Comparison of Research Theory. The study selected music into a 6th-grade English class in G Elementary School, which located in Yunlin, Taiwan. Furthermore, the study implemented 8 weeks of arts infused curriculum for 3 new-immigrant students and 3 native students. The first procedure of arts infused curriculum started with inquiry. Secondly, the implementation period was through planning, action, observation and reflection of the curriculum. Third, the reflection period collected and summarized the feedback information, evaluated the curriculum factors, and explored the attitude and behavior factors of participants in this curriculum. 　　Through the feedback of “The Curriculum Design of Arts Infused Curriculum for New-Immigrant Students” and the proposition of “The Application of CAPE Model to Construct Teaching Model ”, the study collected and organized the information for future curriculum’s implementation reference. In conclusion, the study proposed a result called, “The Curriculum-Consideration Factors of Arts Infused Curriculum for New-Immigrant Students” which included: 1. The teaching model of arts infused curriculum stimulates the learning ability of new-immigrant students. 2. The curriculum design of music infused English improves acquiring language. 3. The effect of arts infused curriculum is not a short-term acquirement, but enhances teachers and students' diversive ability effectively. Moreover, “The Participants’ Attitude And Behavior Factors of Arts Infused Curriculum for New-Immigrant Students” which included: 1. Recognizing the teaching model of arts infused curriculum assists teachers’ activated teaching and cultivates students’ multi-intelligence. 2. On balance of education institution and examination system is an essential consideration for implementation to art infused curriculum. “The Application of CAPE Model to Construct Teaching Model ” which included: 1. Selecting the arts form and the curriculum was very closely connected to the students' performance. 2. Multicommunication, numerous inquiry and professional exchange can play the effectiveness of teaching greatestly. 3. Designing the multi research tool presented the real effectiveness of learning and the foundation of future implementation.4. The model of arts infused curriculum can form a good cycle of reaching effectively. On the other hand, this study focused on teaching, future implementation of curriculum, further research, and proposed arts infused curriculum can’t let the obstacle from the pressure of the education system and the scores be affected to implementation. Therefore, the model helped the curriculum related people understanding different factors in each steps of arts infused curriculum that should be considered or evaluated, and the relationship among those steps as well. Finally, it can achieve the accuracy of curriculum design and implementation quickly and efficiently, and provide the possibility to relevant education that use arts infused curriculum for new-immigrant students in Taiwan.