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Transformation and Practice of the 12-Year Basic Education Curriculum: A Case Study of Home Economics Group in a Vocational High School
12-Year Basic Education Curriculum
Home Economics Group in a Vocational High School
This study aims to explore the transformation and the course of practice for 12-year basic education curriculum. The scope of the study covers the transition of teachers’ mental state as they are dealing with the current teaching system (108 Curriculum Guidelines), and also the challenges they are facing. In addition, the study focuses on the analysis of teachers’ strategies upon different students through the process of self-examination, introspection, criticism, action and liberation. In this qualitative study, the data was collected from a vocational high school in northern Taiwan. In-depth interviews were conducted with four teachers from the Department of Home Economics Group. After data analysis, the related and complete research results and suggestions are given. The results are summarized as the following: 1.While putting the ideal of new basic education curriculum into practice, the teachers undergo the transition of mental states from the initial anxiety, and the demand of reform to adjusting their thoughts progressively. 2.The teachers who follow the standard curriculum guidelines to transform the class, has caused some change to class on the surface, yet their belief and attitude toward teaching hasn’t changed. 3.When it comes to transforming basic education curriculum and teaching, the main difficulties the teacher face are the preparation and improvement of competency-oriented teaching,interdisciplinary teaching, and new subject teaching. 4.The teacher solves the problems by participating professional learning community and training class, seeking the support from administrators, and listen to the inner voice of students. 5.The teacher has several experiences of self-examination, introspection, criticism, action and liberation, whereas they still need to take a deepen critical attitude and action to realize their liberation. According to the above mentioned results, some suggestions are given to the current state of education: To home economic group teachers, first, enhance their cognition about the curriculum structure of the home economic subject. Second, encourage home economic teachers to devote themselves to home-economic-related industry. Third, provide platforms, like teacher community, for teachers to exchange opinions with one another. To the case study school, first, set up sound and complete teaching equipment and resources. Second, keep a nice two-way communication between teachers and administration personnel. Third, hold meetings regularly to stabilize the two-way conversation. To home economic education curriculum promotion group, first, provide teacher with the training of competency-oriented teaching and interdisciplinary teaching drill and sharing. Second, set up home economic class and teaching discussion platform. Third, establish workshop tours for home economic teachers.
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