英文摘要 |
This study takes a national elementary school in southern Taiwan as the research object, adopts the case study method, collects data by means of interviews, document analysis, etc., and explores the power use and power interaction of the members of the curriculum development committee in the course decision process of the case school . The research conclusions are as follows: 1. Most members of the curriculum development committee are unaware of the curriculum decision-making power with the theme and connotation of the school-based curriculum. They need to understand the mission of curriculum development and continuously improve their professional knowledge in order to exert their curriculum decision-making power.2.The school-based curriculum themes and connotations of the case school are produced by one-way power operation. In addition to affecting the follow-up curriculum practice, it is also difficult to present the proper curriculum quality. 3. Curriculum leaders should understand the difficulties and real needs of teachers in the process of school-based curriculum development, so as to assist curriculum development committee members to construct a complete school-based curriculum. 4. The theme and connotation of the school-based curriculum must be based on power-sharing among the members of the curriculum development meeting to build a consensus, and through full professional dialogue, to form a rigorous and complete curriculum knowledge. Finally, based on research findings and conclusions, propose suggestions for schools to use as a reference for developing curriculum practices. |