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Research on the Borrow-and- lend Issue of Curriculum of Junior High School Teachers
borrow-and-lend of curriculum
sociology of curriculum
junior high school teachers
academic school subjects
The purpose of this research is to inquire the issues and current conditions of borrow-and-lend behaviors of curriculum of junior high school teachers. Not just taking this issue as an abnormal phenomenon, the researcher analyzed this issue with the sociology of curriculum theories, and viewed it as a kind of culture containing some important meanings in school’s everyday life. With the way of quantitative analysis and case study method, the researcher interviewed 16 teachers and two students in Dadong junior high school, hoping to uncover the problems of the issue and to find out the true educational meanings behind. In the research, we can find that the recent reform of curriculum doesn’t really provide this school with enough resources, so the school faces some problems, such as not having enough teachers in some non-academic subjects, or not having enough time for academic subjects’ teachers to teach. Therefore, although borrow-and-lend culture of curriculum is viewed improper, it somehow provides as some flexibility to make curriculum operating smoothly. As a result, teachers think it’s necessary to exist. However, according to the analysis and discussion, three conclusions are drawn. First, the borrow-and-lend culture of curriculum shows that Taiwan’s educational system tends to training students to pass the exam and emphasizes academic subject too much. Second, homeroom teachers play an important role like a bridge in the culture. Third, although it is viewed improper and abnormal, this culture is taken for granted in junior high school. Finally, in order to solve this problem, some reflections are provided as a reference for the authority, schools, and teachers.
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