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A Case Study on Curricular Experiences of Guidance Activity Curriculum in Junior High School.
Junior High School Student
Guidance Activity Curriculum
The purpose of this study is to understand the experience and interpretation of the Guidance Activity Curriculum in junior high school. It is based on the students' experience and ideas of teachers’ teaching methods, teaching content selection, curriculum evaluation methods and classroom situation arrangement, and then analyze how students form a unique curriculum experience under the interaction and behavior in the learning process of the Guidance Activities. The study applied qualitative approach, and collected research data through participation in observation, interviews and document analysis. This study involved 38 eighth-grade students in a private secondary school in Taipei City. According to the research findings, the conclusions of this study are as follows: 1.Guidance activity curriculum is different from imagining and the students can learn diverse contents in a relaxed atmosphere. 2.Guidance activity curriculum is beyond the disciplinary framework, and it can link life development practice skills, and become a breathing space for subject pressure. 3.Students’ participation and willingness to learn will be affected by the Teacher's teaching attitude and interactive use of multiple teaching modes. 4.Students have personal play and group discussion space of the assessment method of guidance activity, but the score meaning and standard fairness are easy to be disputed. Based on the above research conclusions, this study also proposes suggestions from two aspects: 1.Teachers should apply the theme of the course should be linked with the activities, using the teaching methods to increase the interactive experience of students, and establish a good interaction and listen to the students' perspectives as a reference for adjusting the curriculum. 2.In terms of assessment methods, teachers should regard assessment as an auxiliary tool for diagnosing students' learning. Guide students to learn through assessment, and master the principle of assessment through multiple methods, and make students' have the right understanding of teachers’ feedback.
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