| 英文摘要 |
This study attempted to discuss the curricular innovation and teaching practices in a public school managed by the private sector using a semi-structured interview to collect primary data, supplemented with participant observation and data analysis.
Research findings indicate the following. First of all, the principal believes that an innovative curriculum facilitates students' ability to develop their potential and characters. To nurture our next generation to become global citizens, the curriculum should uphold the three values of the 12-year Basic Education in Taiwan: students' intrapersonal and interpersonal competencies such as self-development and caring for others, and contribution to public goods. Second, to enhance teachers' pedagogical competence and promote team-building in curricular design, the school stresses the importance of building exemplars to guide students, shaping the culture of innovative teaching and building a learning community where exceptional teachers are asked to partake in. Third, The characteristics of curriculum not only pay attention to academic ability, but also integrate local resources where students can immerse themselves in local nature and culture. DFC (Design for Change), a creative teaching method used to develop students' problem solving, is also highlighted in the curriculum. Last, the school proves to be successful in promoting experimental and innovative education.
Finally, the findings of the study suggested that it is important to train teachers in multiple ways and strengthen the stability of teachers, and continuous teacher professional growth and development is also necessary. Moreover, each learning spindle can be extended and deepened thematic courses by injecting resources and sharing parental learning model in the community. |
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