| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 106 === The purpose of this study is to explore the operational status, question consciousness, and response strategies in the implementation of integrated activity curriculum since grade 1-9 curriculum implements until now. Therefore, through the analysis of the contents of the 2010-2017 documents, the question consciousness in the implementation of integrated activity curriculum was generalized. After that, based on the in-depth study of representative cases to understand the operational status, respond to the question consciousness and sum up the related strategies.
In order to achieve the above research objectives, this study adopted the case study and the data were collected through interviews, observations, and document analysis. The subjects were four teachers from Shan-Hai Junior high school integrated activity that got teaching excellence gold award by the ministry of education. This study used individual interviews to explore the development background of their teaching team and the operation of integrated activity curriculum. It contain four aspects of curriculum development, teaching materials selection, teaching methods and instructional evaluation.
This study gather information supplemented by the observation method actually entered the teaching surroundings and attended to the learning areas meeting. Then, with the document analysis method analyzed the text content of their self-edited teaching materials, curriculum plan, instructional materials, and student-made works. The conclusions of this study were as follows:
1. The development of the teaching team in the integrated activity：
(1)The team members follow the spirit of the curriculum outline and get rid of the boundaries of the sub-disciplines. They get the effectiveness from the students' feedback and follow the teaching model which can maximize student interests as the core teaching philosophy.
(2)They using "student- based " as a common belief to implement the content and methods of teaching materials, methods and assessment, and to get rid of departmental selfishness, play a role in different professional backgrounds, and establish a critical friends model.
(3)The team members continued to improve, actively increased ability and sought resources to enhance the effectiveness and professionalism of teaching.
2.Operational status of implementation in the integrated activity curriculum：
(1)In order to ensure the subjectivity of integrated activity, they took competence indicators as the main axis for the curriculum development, actively operating learning community, frequent implementation of learning area meetings, and focusing on student’s feedback and self-evaluation of teachers to evaluate the curriculum.
(2)Members integrate student life experiences and combine the competence indicators by their self-edited teaching materials. Accordingly, they formulate the instructional unit goals. After that, the content of the teaching materials is systematically adjusted through the learning community each year and adjusted in time to respond to student needs.
(3)Break the limitations of a single branch, to lengthen the teaching sessions can develop a diversified teaching. Also, teaching strategy focus on "grouping situations", and to be sensitive to individual situations in order to reduce differentiation between students. After that, they take the student as the main axis during the guide thinking, and provide a complete learning process to improve the degree of internalization for the purpose of the growth of teaching.
(4)They constructed school-based assessment standards according to the curriculum outline, and teacher's rating is based on the standard which is draw up by learning area meetings. The multiple-assessment staff and methods can establish consensus on evaluation between members. At the same time teachers also can specifically grasp the learning effectiveness of students and improve the objectivity of evaluation.
3.Response strategies of implementation in the integrated activity curriculum：
(1)Through the learning community and assessment criteria establish the integrated activity curriculum that follow the curriculum outline. On account of life experience cannot be divided into different subjects, and curriculum development is performed through the establishment of evaluation standards by learning community. Furthermore, the re-deconstruction of competence indicators can clarify the appeal of curriculum outline.
(2)Above all, attempt to use the textbook structure as a blueprint to combine student life experience to increase the content of teaching materials and improve students' interests. At the same time, the instructional unit goals opreate closely related to the contents of competence indicators and curriculum outline.
(3)Extending the number of lessons by integrated teaching, and implementing the circular process of experiential learning. Also, taking the Grouping as the main axis, and focus on the learning status of the students during the guide thinking. At last, the learning community solve each other's doubts and respond to the requirement of learning from students in a timely manner.
(4)Develop the evaluation standard and instructional unit goals of integrated activity curriculum. Also, arranging for teaching activities in accordance with evaluation standard on pursuing high-level standard. Therefore, teachers have a basis in the score, reduce the impact of subjective judgments through the implementation of multiple assessment methods.
According to these conclusions, this study serves a reference for other future studies and concrete suggestions and directions for the the implement of integrated activity curriculum.
Keywords：teaching excellence gold award by the ministry of education；integrated activity；development of curriculum
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