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The implementation of a nine-year, one-cohesive-line curriculum at the junior high school level has brought unprecedented and difficult challenges to the traditional educational system in Taiwan. Among the hotly debated issues, the ideal of "curriculum integration" has proven most controversial. In the field of arts education, traditional teaching relies heavily on a subject-based model. Therefore, the newly-established "curriculum integration" program which advocates the integration of different art subject areas in each lesson has proved difficult and frustrating to arts teachers. However, teachers' knowledge and competence remains a crucial factor in the search for solutions to educational problems the teachers' professional level is considered crucial; implementation of the new reforms can hardly be separated from the issue of advancing or transforming art teachers' professional skills. Therefore this research project is an analysis of the close connection between the implementation of the curriculum integration policy and the transformation of teachers' professional knowledge. Firstly, we have tried to clarify the theoretical basis for arts subject area and curriculum integration. Secondly, we have attempted to delineate the spirit and the methods of curriculum integration put forth by the nine-year, one-cohesive-line curriculum, and to discuss the problems teachers have had in putting this curriculum into practice. Finally, we have investigated the academic and pedagogical "transformations" an arts teacher must undergo in order to advance her/his professionalism and meet with the new demands of arts curriculum integration.
|Appears in Collections:||教師著作|
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