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A Study on Ten years Educational Reform Effects In the Field of Junior Arts& Humanities Curriculum and Teaching: From Senior Visual Arts Educations’ Experiences
Jo Chiung-Hua Chen
Yeh Nai Ching
Junior High School Visual Arts Subject
Curriculum and Teaching
The study is mainly a discussion about the effects that the educational reform has brought toward the curriculum and teaching of visual art subject in junior high school over the past ten years ever since the Nine-Year Consistent Plan was put in action. By means of analyzing related literature and interviewing the visual art teachers with more than ten years teaching experience, the researcher tries to find out the teaching circumstances theses teachers have encountered through the year after Nine-Year Consistent plan comes into force and before the state of official Twelve-year compulsory education. In this study, the researcher will look into these circumstances from these aspects: curriculum and teaching, school and social environment and professional identity. curriculum and teaching Most teachers agree that the in job training classes are helpful in teaching. The textbook now provide more living materials for students. However, resources and facilities are still in short supply. Visual art teachers have to teach other subject, namely, Performing Art. Teachers feel stressed in preparing school activities. Realistic conditions make it hard for them to reach the teaching outline target. Meanwhile, assessment has been the biggest challenge for the visual art teachers. School and social environment Visual art teachers believe that this subject is still in marginalized situation. Teachers find it’s hard to make good use of their “field time” when they can prepare classes together. They are still differential treatments between urban and rural areas in the allocation of funds for education. Parents’ interference in teaching is becoming more and more serious. Students’ big variation in characteristics causes problems in discipline. Moreover the prejudice from Humanistic Education Foundation and media has hurt the basic education personnel deeply. Teachers think they should establish the two-way communication and mutual cooperation between parents and teachers. Teachers' professional identity The teachers think it is safer to be careful in discipline students. They do this to reduce parental interference, and protect themselves. They also think it is very important to strengthen their professional image. Although the teachers interviewed have different points of view on the role they play, most of them still have expectations on their educational career.
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