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The purpose of this study was to describe teachers' rationale pertaining to the school-based and integrated curriculum in the Arts and Humanities Learning Area, their implementation of the rationale in the classrooms, the relevant elements that influenced on teaching process, and the difficulties they encountered. This study was a qualitative study—case study design. The participants of this study were two teachers who taught in the field of Arts and Humanities in a junior high school in Taipei City. One was responsible for teaching in music and the other was in visual art on the seventh grade in fall, 2003. The data collection included audiotape recording analysis of classroom observations, transcription of interviews, and document provided by the participants. Findings of this study are: (1) Teacher A accepted the school arrangement passively; comparatively, Teacher B developed the school-based curriculum positively. However, Teacher B didn’t have much confidence. (2) Both teachers had the experience of designing multi-disciplinary integrated curriculum, but their views were different. (3) While Teacher A thought of the necessity of teaching on separated subjects; Teacher B affirmed the function of integrated curriculum much more willingly. In fact, the rationale of multi-disciplinary did not reflect on these teachers’ lesson plans. In general, the most challenges for the two teachers to overcome in developing curriculum may be their willingness and motivation. Additionally, the teachers’ participation needed to be promoted by the interaction among their colleagues. The recommendation of this study is that administrators need to strengthen the curriculum management and provide more opportunities of teachers’ interactions and professional conversations.
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