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A Case Study on a Secondary School's Curriculum Transformation for Self-regulated Learning: An Approach of Cultural-Historical Activity Theory
12-year Basic Education
cultural-historical activity theory
This study took the Cultural Historical Activity Theory as an approach to investigate the process of expansive learning in a secondary school's transformation of a self-regulated learning (SRL) curriculum. The 12-year Basic Education views students' SRL as a basis for developing life-long learning and as a vital target of the reformed curriculum. When a school implements the policy of SRL for 12-year Basic Education, this practice creates and causes new demands for the complex and multi-faceted activity system. These demands trigger the tensions and contradictions among the knots in the school system, consisting of the evolution and regeneration of subjects, objects, tools, rules, community, and division of labor. These contradictions further drive the transformation of the reformed curriculum and the innovation of the school system. This study conducted a case study to investigate the implementation of the SRL curriculum in a public secondary school in New Taipei City. Data collections included interviews, observations, and documentation. The duration of the case study was two years. The primary research findings are reported as follows: a) The activity system targeting the development of students' SRL contributed to the collaborative implementations of the reformed curriculum. These collaborative implementations consist of principal leadership, the division of labor of the administrations, teacher teaching, parents' involvement, and external resources. b) Conflicts contributed to the school administrations' motives and the school teachers targeting the object of the SRL curriculum. The strategies of tool mediated the gap between the subjects' and objects' activity, which opened up the pathway for implementing the SRL curriculum. c) Participating students took problem-based learning to develop their competencies in SRL and to enhance their confidence in conducting SRL. d) The innovative process for the implementation of the reformed curriculum and teaching was constructed by the activity system for the implementation of the SRL curriculum. This study proposes suggestions for curriculum implementations, curriculum innovations, teaching practices, school organizations, educational administrations, and subsequent studies. These suggestions expect to promote insights for the curriculum reform, school innovation, and student learning.
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