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1
Gjelsten, Craig A. "Homeland security planning for urban area schools." Thesis, Registration and login required, 2008. https://www.hsdl.org/homesec/docs/theses/08Mar_Gjelsten.pdf&code=0b11819a26de4946f5547907991d6aad.
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2
Griffin, Barry A., and n/a. "The evolution and development of outstation education in the Elcho Island area 1984 to 1989 : indicators to predict the long term viability of outstation educational programs." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060713.105348.
Full textAbstract:
Since the early 1970's a rapid increase has been experienced in
the number of Aboriginal homeland communities being
established throughout the Northern Territory.
While educational services commenced to many homeland
communities as early as 1972/3, such services did not
commence in the Elcho Island area until 1983/4. Since this
time educational services have been provided to eleven
homeland communities in the Elcho Island area. Of the eleven
educational programs established, five continued to operate at
the end of 1989.
It is established that homeland schools in the Elcho Island area
differ significantly in characteristics of student enrolment,
frequency of student attendance and in the homeland school's
ability to continue to function as a viable community initiative.
On the basis of the data presented in the study, the following
four levels of classification of homeland schools is established;
highly functional homeland schools,
moderately functional homeland schools,
minimally functional homeland schools, and
homeland schools that have ceased operating.
It is revealed that enrolment and attendance data, traditionally
utilised by government authorities to prioritise the allocation
of limited resources between competing homeland
communities, is in fact a poor indicator for assessing a
homeland community school's long term viability.
This study identifies the following three sociological
characteristics as being strongly correlated to the long term
viability of homeland schools in the Elcho Island area;
land affiliation,
parental residency, and
family mobility.
From the analysis of the data, three recommendations are
proposed;
1. In assessing the long term viability (functional status) of a
homeland community school, educational administrators should
analyse the three sociological indicators;
land affiliation
family mobility, and
parental residency
as an alternative to the more traditional method of relying
primarily upon enrolment and attendance data.
2. In the allocation of scarce resources, especially resources
of a fixed capital nature, to homeland community schools,
priority be given to those homeland community schools that fit
the profile of a moderate to highly functional homeland school.
3. Minimally functional homeland schools need access to
resources in order to provide the educational programs
requested by the local community. Resources provided for this
category of homeland school need to be easily re-located
should the educational program be suspended at the homeland
community.
3
Fageol, Pierre-Éric. "Le sentiment d'appartenance et de représentation nationale à La Réunion (1880-1950)." Thesis, La Réunion, 2013. http://www.theses.fr/2013LARE0021.
Full textAbstract:
Le sentiment d'appartenance nationale au sein de la population réunionnaise semble une constante dans l'histoire de la colonie et n'a jamais été durablement remis en cause. Le travail proposé confirme pour la période étudiée sa vigueur, particulièrement à l'occasion des conflits coloniaux et mondiaux. Mais il montre aussi que cette adhésion inclut la conscience d'une singularité qui n'est pas seulement la conséquence de la géographie mais aussi le fruit de l'histoire. Le sujet permet de croiser une approche d'histoire sociale et d'histoire des représentations sur une séquence coloniale cohérente qui englobe les prémices de la Troisième République jusqu'au processus de départementalisation. En proposant de « dénationaliser le national » par le biais d'une étude se penchant sur les principes identitaires en situation coloniale, il s'agit de mettre en évidence la spécificité des processus d'acculturation en situation coloniale et l'interconnexion des territoires coloniaux (île Maurice et Madagascar) dans la définition d'un sentiment d'appartenance en cours de construction. La première partie sur le sentiment d'appartenance en situation coloniale cherche à poser les enjeux et la méthode de la recherche. La deuxième partie se penche sur les liens entre le colonialisme et le sentiment d'appartenance nationale en focalisant l'analyse sur l'impérialisme réunionnais comme vecteur d'une reconnaissance commune au reste de la Nation. La troisième partie prend en compte les différentes manifestations de patriotisme et leur influence sur la définition d'un sentiment d'appartenance nationale. Enfin, la quatrième partie se focalise sur les vecteurs de l'acculturation nationale en tenant compte du rôle de l'école, de l'église et de l'armée dans la construction d'un sentiment d'appartenance nationale spécifique à La Réunion, sentiment auquel les élites ont apporté leur concours tout en étant les principales bénéficiaires de la quête d'une reconnaissance de la NationThe feeling of national membership among the Reunionese population seems to be a regular fact in the colony history and has never been really questioned. This work confirms its strength in the period in study, and more particularly during the colonial and world conflicts. But it also shows that this support includes the conscience of a singular feeling, which is not only the consequence of geography, but also of history. This subject allows us to mix a social historical approach with a historical representation approach on a coherent colonial period, which goes from the beginning of the Third Republic up to the region establishment. By suggesting to « denationalise the national » through a study dealing with the identity principles in a colonial situation, we mean to focus on the particular acculturation processes in a colonial period and the interconnection of colonial territories (Mauritius, Madagascar) in defining a constructing feeling of membership. The first part deals with the feeling of membership in a colonial period and tries to analyse what is at stake in the research methods. The second part studies the links between colonialism and the feeling of national membership and focuses on Reunionese imperialism as a trigger to a recognition shared by the rest of the Nation. The third part takes into account the different signs of patriotism and their influence on the definition of what a feeling of national membership is about. Finally, the fourth part focuses on the triggers of national acculturation while taking into account the role of school, church, and the army in the building up of a typical Reunionese national membership feeling, shared by the elite which mainly benefited from the quest of a recognition from the Nation
4
Yang, Jyh-Yiing, and 楊智穎. "A study on homeland language curriculum implementation in three elementary schools." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/39939745575570427405.
Full textAbstract:
博士國立臺灣師範大學
教育研究所
91
The purposes of this study were to explore the practice and related issues of homeland language curriculum implementation in three elementary schools. The study focused on three connected aspects：1.the planning and strategies；2.the practice of teaching and learning；3. the affecting factors and dilemmas. In order to correspond the purposes and the nature of the study questions mentioned above, a case study approach was applied from September, 2001 to June, 2002. The methods used were participant observation, interview and document collection. The literature review included three parts. The first part was to analyze the related concepts of homeland language curriculum, and to establish the theory of homeland language curriculum from the viewpoint of multicultural education, sociology of knowledge, and curriculum orientation . The second part was to explore the content of curriculum implementation in order to analyze the strategies of homeland language curriculum implementation. The third part was to survey the development and research of homeland language curriculum in Taiwan . According to the literature review and field study, the research conclusions were illustrated in four parts：the planning and strategies of curriculum, the practices of teaching and learning, the affecting factors and dilemmas, and the model of homeland language curriculum operating processes. Finally, based on the conclusions, the study recommended three implications for the theory, the implementation strategies of the curriculum and teaching, and the further research. Keywords：homeland language, homeland language curriculum, curriculum implementation
5
Hong, Jin-Bin, and 洪靖斌. "A Study on the Idea and Implementation of Elementary Schools’ Homeland Study Curriculum in Hualien County." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/78826767799617959068.
Full textAbstract:
碩士國立花蓮師範學院
鄉土文化研究所
90
The purpose of this study is to understand the differences and causes between the Homeland Study Curriculum idea and its implementation. This study is based on three researching methods: First of all, via analyzing documents and semi-structured interviewing the compilers of curriculum, to understand the compiling idea and developing process. Secondly, observing by taping the Homeland Study classes in 5th and 6th grade in order to compare the idea and implementation. Thirdly, based on the differences between idea and implementation to interview the teachers for understanding the causes of differences. The following findings are emerged from this study: 1.The developing process of curriculum is active and multiple. Teachers are the main compilers. However, they encounter some difficulties on obtaining and using resources. Besides, local, international and inheriting homeland education will be the developing goal in the future. 2.The collaborative teaching is hard to accomplish because the lack of teaching resources, administrative support and relative information. The teachers’ expertise and cognition toward the curriculum content are also the causes of the differences between idea and implementation. 3.Reasons that affect the selection on teaching content are local human concept and trait, and the emphasis on living experiences. However, the uncertainness of homeland education’s future orientation also affects the enthusiasm of teachers and students. 4.Teachers think that it would be more helpful to arouse studying interests via understanding the ancient’s culture and activity records. Multi-thinking and observing are good studying methods. 5.Considering students’ individual differences, teachers may flexibly adopt various teaching and evaluating methods. From the teaching content teachers can lead students to think their future development. According to the findings, some suggestions are provided in the study for the field of homeland curriculum development in the future.
6
Chen, Shu-Ying, and 陳淑英. "An Action Research on Developing School-based Homeland Teaching Materials in Elementary Schools- An Example based on The Tu-Cheng Elementary School in An-Nan Area, Tainan City -An Action Research on Developing School-based Homeland Teaching Materials in." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/19179083364984293439.
Full textAbstract:
碩士國立嘉義大學
國民教育研究所
93
ABSTRACT The purpose of this study is to develop supplementary materials of school-based homeland curriculum. In the process of study, the researcher worked in coordination with three other teachers, who are from the early, the intermediate and the high grade separately, to investigate, evaluate and design curriculum, then to examine the learning outcomes of 1-6 graders. Using the collaborative action research method, the researcher gathered daily research log, reflection journals, observation documents and the meeting records regarding the development and the classroom teaching of the teaching materials. Through data analyses, the researcher has understood the effect of the teaching materials on students. Also, the factors that affected the practice of teaching materials have showed from the data. Based on the findings, the researcher hopes that they could be served as the guidance of official execution in the future and the reference for the further modification. Students’ learning outcomes of the teaching materials include the promotion of the understanding about their community, the inspiration of their awareness of the environment, the nurture of their global perspectives, the rebuild of close relations with their parents, and the extension of their interests to explore the relationship regarding the family-school- community. Moreover, the factors that affected the practice of teaching materials include the effective application of teaching resources, the enhancement of students’ knowledge of homeland, the support and assistance of parents, the connection between the teaching materials and the textbooks, as well as to students’ life experience in community, and the promotion of teachers’ proficiency regarding teaching homeland, etc. Finally, the researcher has made some suggestions for developing school-based homeland teaching materials from the aspects of school administration, curriculum and teaching and teachers' professional development, hoping they could be the references for the future implementation, the popularization, and the further study.
7
LU, LI-YI, and 陸立儀. "Analysis of the progress achieved in the implementation of marine homeland education for elementary schools in Keelung." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/90504375555077918707.
Full textAbstract:
碩士國立臺灣海洋大學
環境生物與漁業科學學系
98
ABSTRACT In Keelung City, marine education is promoted in elementary schools to provide students with basic concepts and knowledge of the subject. This paper analyzes the progress achieved in the implementation of marine homeland education. Students’ levels of understanding about the subject and relevant skills involved, and their affections for the subject are studied. Results from the analysis are summarized below: （1）The majority of the students interviewed had acquired their knowledge of the subject from formal lessons; therefore, it is necessary for responsible bodies to provide teachers with various means to improve their knowledge of the subject in order to raise their teaching standards. （2）All the students interviewed had intermediate-level knowledge of the subject. It is therefore advised that apart from incorporating current topics into the teaching, essential basic knowledge and concepts regarding the subject must be included in the curriculum to improve learning efficiency. （3）Students in non-coastal school districts have less knowledge of Keelung’s marine culture development history than those in coastal school districts. （4）All the students interviewed feel that outdoor teaching and marine camps run by the schools are the best methods to increase their knowledge of and interest in the topic, and that essay competitions and drawing competitions have the least impact on their knowledge and interest. Generally speaking, students f that their libraries have too few books and reference materials on the subject of marine lives and find this dissatisfying. （5）Schools in coastal districts should integrate marine education into the core curriculum; and, utilize community resources, the outstanding marine environment and local professionals to help develop distinguished educational materials and activities for students. Schools in non-coastal districts can focus more on river education and employ more outdoor teaching to build on students’ knowledge of mountains, rivers and seas. （6）In terms of affection as discovered in the interviews, students in coastal school districts will transform thoughts into actions; whereas students in non-coastal school districts show affection for relevant matters but lack tangible actions. （7）The interviewed students were tested on their abilities to distinguish different types of vessels and their exteriors, and to identify functions of ports. The rate of students who have successfully acquired these two techniques is low. Keywords: marine education elementary schools in Keelung,marine homeland education, school core curriculum
8
SU-CHIEN-CHENG and 蘇建誠. "A research on the homeland knowledge and affection of the sixth grader at elementary schools in Taipei city." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/41052694894064354009.
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Lin, Hsiu-hsia, and 林秀霞. "The Comparative Research on The Teaching Attitude of Homeland Language Teachers at Elementary Schools in Taipei City And Kaohsiung County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/99825317588016933690.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學碩士班
98
The research’s aim is to understand the current teaching attitude of Minnan language teachers at elementary schools of Taipei city and Kaohsiung county, as well as comparing the differences of their teaching attitude. Moreover, the research explores not only the difficulties and limitations of teaching Minnan language that the elementary school teachers in Taipei city and Kaohsiung have to confront, but also requirements of courses of Minnan language seminar. The research adopts the research methods of literature review, questionnaire and interview. The research conclusions are as followed：According to the answers of questionnaire, Minnan language teachers of Taipei city got lower scores than their counterparts in Kaohsiung county. The results of T test also showed 0.05 obvious differences. All the Minnan language teachers at elementary schools of Taipei city and Kaohsiung county reckon the most serious difficulties and limitations of teaching Minnan language are: “ Minnan language is lacking standard words and sounds, having the divisions of characters and phonetic symbols” and “ The lack of professional Minnan language teachers”. As to the current seminars of teaching Minnan language, the Minnan language teachers of Taipei city and Kaohsiung need “the art of speaking and singing Minnan language” and “ the introduction and appreciation of Minnan children’s songs and poetry” most. According to the research conclusion, it offers suggestions for various subjects : (1) the suggestions for executive education departments (2) the suggestions for schools (3) the suggestions for teachers (4) the suggestions for future research
10
huang, tina, and 黃雅惠. "A Study of Infusing Homeland Learning Materials into the Social Studies Textbook :The Case of the Fourth Grade in Sanchung Area Elementary Schools." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/90760045805734461619.
Full textAbstract:
碩士臺北市立師範學院
社會科教育研究所
93
Abstract The research aims to examine the feasibility of the adapted teaching materials which infuse homeland learning materials into the social studies textbook. Through discussion of the related references, we develop some teaching materials which infuse homeland learning materials into the social studies textbook. We collect teachers’ opinions on the adapted teaching materials via questionnaire and adopt the design of pre-post test with unequal groups. The fourth graders of Yung-Fu school at Sanchun in Taipei county were recruited in the experiment. We examine the different learning effect between the students who adopt the adapted or original teaching materials. And further, we collect the opinions from the teachers and students who adopt the adapted materials via interview. The main results were as follows: 1. The satisfactory rating of the teachers and students who adopt the teaching materials was higher than 70 percent. 2. There are significant differences on the satisfactory rating in the factors of teacher’s academic degree, teacher’s teaching years, the teaching frequency on the fourth grade, the living period in the teaching neighborhood. The satisfactory rating difference in the teacher’s major in college was not significant. 3. There are significant differences on the satisfactory rating of the adapt method in the factor of teacher’s background such as academic degree. But the difference in the satisfactory rating of the adapted method in the factors of gender, age, teaching period, major in college, teaching frequency on the fourth grade and living period in the teaching neighborhood were not significant. 4. The learning effect of the domestic awareness and the overall effect of the students who use the adapted teaching materials were significant higher than the students who use the original teaching materials. But the difference in the general learning effect was not significant between the two groups. key words: infuse homeland learning materials into the social studies textbook; social studies field; social studies textbook; adapted teaching materials
11
Mothata, Matoane Steward. "The provision of education to minorities, with special emphasis on South Africa." Thesis, 2000. http://hdl.handle.net/10500/17519.
Full textAbstract:
Against the background of the lack of consensus on the definition of the concept
minority and the continuing debates on minorities and their rights in education, a
need exists for adequate provision of education suitable to different minorities.
This study investigates the provision of education to minorities. A literature
survey investigated how various countries make provision for minorities in their
education systems, starting from the Constitutions and various education laws to
educational practice. These countries include Belgium, Getmany, the
Netherlands, the United Kingdom (UK) and Italy. Regarding South Africa, an
analysis of documents dealing with the provision of education to minorities was
undertaken. Unstructured interviews, from a small sample of informants selected
by purposeful sampling, elicited additional data to the document analysis. Data
was analysed, discussed and synthesised. The major findings are: there is no
international consensus on the definition of the concept minority; the concept
minority does not even appear in the Constitutions of some of the countries
under investigation; the South African Constitution uses the concept
communities rather than minorities. However, no definition of the concept
community is provided and despite reservations expressed by a key informant
on group rights, generally the South African Constitution contains enough
sections regarding the provision of education to minorities. Subject to certain
limitations, minority groups may open their own schools and use their own
language. Based on these findings, recommendations for educational provision
for minorities are made.Educational Studies
D.Ed. (Comparative Education)
12
Cheng, Chang-Chih, and 鄭振志. "An Action Research on Integrating Information Technology into the Homeland Education-Constructing of the School-based Homeland Education Website." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/96324377008089151691.
Full textAbstract:
碩士國立屏東師範學院
國民教育研究所
92
The purposes of this study were to investigate integrate computers into homeland education , development of teaching website and teaching process .Instructional System Design theory was applied in the research. It included analysis, design, development, teaching, and evaluation. As for the construction and the management of the website, they were regarded as a process of the curriculum development. In the process of instruction, the researcher interacted with the pupils reflected on what was done and discussed with his coordinated colleagues and then revised his materials of teaching website . Thus the revise become the base for next action . The researcher, after these practical endeavor: instruction , mutual interaction with students , participatory , has acquired the following main discoveries: 1. Using the character of learning website designed suitable local culture of the website for high-grade students . Not only it is practical but also let the curriculum running and teaching of the the local culture of the website being useful . 2. With the process of the game and login insider established the local culture of the website which is not only loved by most of children and experts , but also helpfur to student’s learning motivation. 3. With the local culture of the website in school-based not only can be the resource of the school-based curriculum and flexible curriculum of the Nine-year Integrated Curriculum Scheme ,but also can be used in teaching homeland education in other school in the same area. For the developmet of integrating computers into homeland education , the researcher provided some suggestions : 1. It needed more techniques to join in during the construction of the website. 2. We made a suggestion to software development tools . 3. Login insider system was important function in teaching website. 4. It could inspire student’s learning movation by using games and bouns-ptnalty. 5. Teachers should value the coverting of homeland meterials. 6. Going with the local personalities and developing homeland meterials together.
13
LIN, CHEN CHUN, and 陳俊霖. "Design and Analysis of Indoor Homeland Teaching in Elementary School." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/88221555374738092161.
Full textAbstract:
碩士臺北市立師範學院
社會科教育研究所
93
Abstract For Homeland Teaching, the indoor teaching is the most straightforward and common method; however, some factors such as lack of appropriate teaching design often results in the dilemma of indoor Homeland teaching. As a result, the research is aimed to achieve the following objectives by constructing the teaching mode of “ Implement Homeland Teaching in classroom”: (1). Design indoor Homeland teaching activities in order to provide feasible teaching . (2). Evaluate the feasibility of indoor Homeland teaching activities in order to provide a direction for the Homeland teaching. The design of indoor Homeland teaching in this research is firstly based on the theories of teaching mode, teaching design and Homeland education. The systematic programming trend of teaching design, i.e. “Form a New Structure from the Old Technology” were adopted and designed three indoor Homeland teaching activities, such as “Contextualization Homeland teaching method”, “Self-teach teaching method” and “Divers-originality teaching method”, for teachers to implement indoor Homeland teaching. In order to actually study the feasibility of the teaching activities designed in this research, I carried out the practical teaching in Wuchang Primary School where I teach. The results of overall implementation teaching showed that, for “Contextualization Homeland teaching method”, there were totally 608 students participating in this teaching, in which the ratio of completing the study sheet for lower grades is 100%, the ratio of students in medium and higher grades who made one mistake or less in study sheets was as high as 80% , the ratio of those who got all correct was above 50%, showing good study effect for students. Only 8 students don’t like this teaching activity, and 19 students don’t want to study in this way again, demonstrating that this teaching activity has fulfilled the contextualization of Homeland teaching and the meaning of cognition; for “Self-teach teaching method”: the rate of completing the study sheet was 100%. The study sheets completed, the computer briefing and the related mutual-evaluation forms showed that the study effect from “Self-teach teaching method” is considerable, and cultivates students’ capability of self-growth, group study cooperation, mutual appreciation and self-evaluation; at last, for “Divers-originality teaching method”: the evaluation of practical exercises such as topic web pages, small thesis reports and Homeland journals demonstrates that students have inexhaustible potential and boundless originality. We recommend that the researchers can carry out implementation teaching in different types of schools to constitute more complete indoor Homeland teaching design. Key Words: Homeland Teaching; Teaching Design; Indoor Homeland Teaching Activity
14
Liu, Chia-Hao, and 劉家豪. "Using Inquiry-Based Panoramic Navigational System in Elementary School Homeland Education." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/56491864697030251765.
Full textAbstract:
碩士國立臺灣師範大學
資訊教育研究所
103
This study developed a panoramic navigation system to assist elementary school students learn a traditional temple in south Taiwan. In addition to navigation, the system allowed students to build hotspots (by adding photos and notes) onto the panoramic images via the Internet field-trips. The hotspot feature was designed to inspire students’ inquiry behaviors. The quasi experimental Research design was applied to learn the effects of the system. The participants were fifty-six 5th grade students from an elementary school in south Taiwan. both the experimental group and the control group had twenty-eight students. The experiment lasted for ninety minutes. The results of this study were: (1) the panoramic navigational system did not improve students’ learning achievement, (2) most of the hotspots students created were on the appearance of the temple, (3) the system did not enhance students' identification on local cultures, (4) the system increased students’ interest in learning, and (5) students learned deeply with adding photos on a hotspot.
15
Jiou, Liou Meei, and 劉美嬌. "Research of Homeland Education Fused in School-Based CharacteristicCurriculum Design in Sing-Nan Elementary School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/67842795159741667933.
Full textAbstract:
碩士國立花蓮師範學院
社會科教學碩士班
94
Research of Homeland Education Fused in School-Based Characteristic Curriculum Design in Sing-Nan Elementary School Abstract The main aim of this research is to discuss the development background and the application of the procedure and the results of the school-based characteristic curriculum which was fused in homeland education. To attain the aim of this research, first, we investigated the theories and the related documents of the homeland curriculum, school-based curriculum development, and curriculum evaluation. Then, we adopted the approaches of observation, interview, document-analysis, and questionnaire as the research approaches and made a teacher’s self-evaluation form to examine the real reactions while teachers put the characteristic curriculum into practice. Finally, according to the researches we had gotten and collated, I made some conclusions and supplied Sing-Nan elementary school with the suggested and plans of the characteristic curriculum for its reference. The conclusions made based on this research are listed below: Ⅰ、School-based characteristic curriculum is correspondent with the goals of the hometown teaching of the curriculum standard which are made by the ministry of education. Ⅱ、The school has cooperated with the community well. The school and the community grow and flourish together and the community became the community of the learning type. Ⅲ、Sing-Nan elementary school’s school-based characteristic curriculum which are mostly hometown-based is correspondent with the development model of the school-based curriculum. Ⅳ、The muti-homeland teaching which has been developed let students enhance their learning interests and the teaching effects are brilliant. Ⅴ、Lay stress on the students’ real experience and the abilities to ask questions, observe and record. We don’t have paper tests and won’t give students stress to attain the requirements of the homeland teaching evaluation. Ⅵ、The hometown teaching materials are not fused in the seven learning areas, only are realized in the flexible learning time. Ⅶ、The teaching plans of the characteristic curriculum we made have not made vertical and horizontal integrations and involvement. Ⅷ、It is hardly to give consideration to the basis of the theory of the curriculum without the participation of the scholars and experts. Ⅸ、On the implement of the feature curriculum, all kinds of documents are prepared well and actually carry out the hometown education. Ⅹ、We don’t have the system of the curriculum evaluation which is examined and made by the whole school to check if the curriculum is good or not. Based on the conclusions listed above, some suggestions are made below： Ⅰ、The school have to accept the different opinions, analyze the school definitely, adjust and revise at any moment to develop the most suitable and workable school-based curriculum. Ⅱ、The school should plan further courses which main ideas are about school-base to promote teachers’ professed abilities. Ⅲ、The homeland teaching materials should be fused in every learning areas. Ⅳ、Try to make a thorough scheme with the themes and the contents of the school feature curriculums as soon as possible. Eventually, set up the systems and form a plan of the school-based feature curriculum. Ⅴ、The administrative organizations of education should open the courses of the curriculum evaluation. Ⅵ、Build data banks of teaching or result portfolios to support teaching. Ⅶ、Build the evaluation attainment indicators of the school-based feature curriculum to implement the evaluation system of the curriculum development. Ⅷ、According to the researches I had gotten and collated, I made some conclusions and supplied Sing-Nan elementary school with the suggested and plans of the characteristic curriculum for its reference. Key Word：Homeland Education、School-Based Curriculum Development、Feature Curriculum、Curriculum Evaluation
16
YING, HUNG, and 洪英. "Action Research on the Homeland Teaching of The School-Based Curriculum Development." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/49772948560761570326.
Full textAbstract:
碩士國立中正大學
教育研究所
90
Action Research on the Homeland Teaching of The School-Based Curriculum Development. Abstract This study is an action research of homeland teaching of the school-based curriculum development that was held by Fon-Lon elementary school in Yun-Lin county. The purpose is to probe the contents and theories of homeland teaching and the school-based curriculum development first. The next, is to analyze the process of homeland teaching of the school-based curriculum development at Fon-Lon elementary by the ways of the action research. By the ways of the action research above, we can get some conclusions are as follows： 1. By the ways of probing the contents and theories of homeland teaching, we can discover the homeland culture education is one of the multi-culture education. It could be to eliminate racial discrimination, and increase racial fusion. The school education ought to pay much attention to the homeland teaching. 2. According to the outcome probing the contents and theories of the school-based curriculum development, we could discover the feature, model and the ways of performance about school-based curriculum development. （1） The individual school’s feature of the homeland teaching of the school-based curriculum development that is showed in a course goal, teaching materials, teaching actions, the participation of the members, curriculum design, professional development, a process of the performance, research method, power distribution, and school’s educational purposes. （2） The models and the ways of the performance about the school-based curriculum development are: a. Models: For the homeland teaching, it ought to use the homeland resources thoroughly, and all the faculties should adopt the innovative teaching model to the curriculum in one year and half （from 2001/2 to 2002/5）. In short, in my school, the model of the school-based curriculum was to adopt the active style of the innovative curriculum, and all the participative members were the faculties, the performed period had been one year and half. b. The performed style : In the first place, in order to promote the teachers’ professional equipment, so as to prepare for the school-based curriculum development well, we found the education problems through analyzing the school’s situation, probed the records relative to the subject, and held some in-service education. The next, was to analyze the school’s situation and created school’s vision, and designed the probable solved programs. Later, performed teaching by the teaching active programs. Finally, should be to do the feedback and evaluate the effect of the programs. （3）The beneficial factors of the school-based curriculum development. a. The initiative stage：（a）The school leaders should have a character of curriculum leader.（b）The teachers should have a motive power of participating in research.（c）The schools must have a well and strong structure system developing curriculum.（d） Having a external supportive resource system. b. The preformed stage：（a）To create a school vision made by all the members.（b）To emphasize democracy participation of the school and the community.（c）To take the curriculum and teaching as the leadership’s core tasks.（d）To strengthen teachers’ professional development. 3. The conclusions that were to analyze the process of homeland teaching of the school- based curriculum development at Fon-Lon elementary are as follows： （1） The first problem that must confront is the teachers are short of professional faculty in my school. In order to prepare for the homeland teaching of school-based curriculum development well, the teachers should participate in the actions about teacher’s professional development. The factors about teacher’s professional development actions contain：a. To Raise teacher professional development construction and establish internal in-service education research organization. b. To encourage teachers’ will for participating in the in-service education. c. To organize the group of professional human resources. d. The teachers in-service education actions should be diversified. （2）In order to perform the homeland teaching actions of the school-based curriculum development, we established a School Curriculum Development Committee and a Learning Field Subcommittee, and let the actions be fixed in the democratic participation of school and community. （3）The plan of the homeland teaching actions. a. To construct the school’s major objective that is to breed the new century healthy children with honor and glory. b. To develop the visions which are healthy growth, transcending oneself, toleration and care, innovation and deed. c. To effectively design the whole school’s homeland teaching actions, that contain :（a）To decide the aims and performed points for the homeland teaching curriculum. （b）To breed teachers’ curriculum design ability about homeland teaching. （c）To research and analyze the resources and conditions. （d）To edit the homeland teaching curriculum and teaching materials. （e） The homeland teaching actions that be performed with humanization and normal living style. （4）The design points of the homeland teaching actions’ program are： a. The teaching materials should select homeland’s matters. b. To fully use the community resource for teaching resource. c. The teaching design and performance should be performed by the models of the cooperative and coordinate teaching. （5）The practice points of the homeland teaching program are ： a. To apply the multi-Teaching method. b. To apply the big paragraphic hours teaching. c. The teaching unit associating with guidance action should adopt the way of the curriculum integration to operate. （6）The evaluative points and outcomes are as follows： a. The homeland language teaching’s aims emphasize “listening and speaking”. b. To emphasize the learning process and shape the correct value. c. To set the homeland cultural or historical relics house up. d. To edit the homeland teaching material about “Lun-Ba’s Beauty”. e. To practice school’s visions. f. To stride to the final school education objectives. Finally, according to the conclusions, this research proposes some suggestions as the reference for the schools that they would like to perform the school-based curriculum development or perform the homeland teaching of the school-based curriculum development, the educational administrations and the institution of nurturing teachers. keys：action research, homeland teaching, school-based curriculum development
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Hsiung, Chen Fu, and 陳富雄. "A research of environmental issue inquiry in elementary school homeland study program." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/19182612810894187213.
Full textAbstract:
碩士國立臺灣師範大學
環境教育研究所
87
Abstract Environmental education has not become a separate subject yet in elementary and senior high school. But there would be a new subject called homeland study program in 1996 semester year from the third grade to sixth grade in elementary school, bringing new chance for the promotion of environmental education. Environmental education and homeland study have similar characteristic in their objectives, goals, instructional materials and methods, emphasizing the inquiry, value clarification and problem solving of environmental problems. The research adopted qualitative research paradigm and tried to combine the resources of community parents to design and implement homeland study program together. The contend of curricula included homeland inquiring and environmental issue inquiring, trying to let students involved in the investigation, value clarification and action of environmental issue deriving from homeland topic after they have primary appreciation and concern for their homeland environment. The whole learning activities of environmental issue inquiry tried to cultivated students’ democratic attitude, self-learning abilities to gather and analyze data, ability and experience in problem-solving and value clarification. The primary concerns of this research were : (1) what’s the learning process of students’ homeland and environmental issue inquiry? (2)What are students’ learning achievement and perspective for this research after the homeland study program? (3) what are teacher’s and parents’ learning process and perspective for this research after the whole process of designing, implementing the homeland study program? The researcher employed participant observation, in-depth interview and document collection techniques to gather data, then checked and analyzed the data from different time and sources to display students’ inquiry process and the effect of research on students and research staff. The research found students have positive achievement in environmental awareness, knowledge, attitude, skill and action experience after the homeland study program. Students also appreciated the democratic and cooperative attitude, enhanced mutual interaction and peer sentiment during the learning process. The research staff also experienced designing curricula, perspectives shifting of homeland study program, the learning of homeland history and environment, interactive learning between teacher and parents, parents and students, the interactive learning process with experts. While the research staff also had positive perspective toward the curricula. Environmental issue inquiry is really a feasible instructional module in homeland study program according to the result of the research. For the trend of curricula integration and teachers have more flexibility over curricula in the future, combing community resources like voluntary parents can get the tri-win among students, parents and teachers. At last the research suggest that teachers may get students involved in issue inquiry future according to students’ interest and abilities, enhance the process of students’ interactive learning, emphasize the interdisciplinary characteristic of issue inquiry, set up school or community environmental homeland resources center combing the function of www to preserve and promote these homeland resources and instructional materials.
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Wang, Pei-Shan, and 王珮珊. "An Action Research on Integrating Electronic Map into the Elementary School Homeland Education." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/57926277451512834250.
Full textAbstract:
碩士國立嘉義大學
教育科技研究所
94
The purpose of this research is to investigate and evaluate children’s learning and performance in the activities of integrating electronic map into homeland education. In addition, this research not only aims to observe the teacher-pupil interaction, but also further discusses the advantages that electronic map can provide and the difficulties that the school children experienced in class. This is an action research, using the qualitative data such as video, voice recording and interview for observation collected from the homeland Curriculum of a sixth grade class of elementary school in Chiayi City . Most students hold positive attitude toward the electronic map. The designed activity was based on the idea of integrating information technology into teaching activities. It effectively increased children’s interest and helped to provide them with more tangible concept about space. Through the activities we only significantly increase interactions between teachers and students, but not between students themselves, and the mode of interaction differs among groups divided by sex. Within the male student group: the interaction between students with good ability is very well; both their participation and the study result are good. But between the high and low ability students, there is only primary and little interaction. In the female student group: girls assign work averagely, but their attitude toward cooperation is quite selfish that leads to bad study result. In the mixed group: they automatically divide into a male and a female group, and each group makes a subject respectively, so there’s no obvious interaction between male and female students.
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Li, Chia-ling, and 李佳玲. "The Collaborative Action Research on Implementation of Homeland Education in Junior High School." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/84862062569671763306.
Full textAbstract:
碩士國立高雄師範大學
地理學系
90
Homeland education, which includes the fields of science, society, art, human culture, and etc, is one kind of comprehensive education while homeland curriculum is essential to the accomplishment of homeland education. The study implemented an experimental homeland course in the junior high school of its object by adopting the collaborative action research method. Based on the notion of “teachers as researchers”, the study aimed to construct an integrated homeland curriculum with community characteristics through the professional cooperation and dialogues among four collaborative research teachers of geography, history, art, and domestic science. The curriculum was transformed into four action plans, which was then carried out in real teaching under the constructivism-based teaching pedagogy. In the teaching process, the researcher observed and recorded students’ learning process and effects under various circumstances. Through constant revision of the teaching strategy, the researcher guided the students to reconstruct their conception of homeland and fulfilled the goals of lifelike geography and homeland education. The researcher also expected that the study could promote teachers’ self-growth and the increase of their specialty. The study adopted “the theory and implementation of fieldwork” as its framework, which was then extended to the “Hsin-kuang Road” -- a symbol of present and future, “Chung-hua 5th Road” -- a mix of old and new landscapes, and the metamorphosis of “the Hsih-shih-chia Life Stage” in the transition of time and space. Each action plan, implemented through collaborative teaching and integrated course, included indoor instruction, outdoor observation, and synthetic evaluation. Data analysis was done through participatory observation, interview, and document analysis. In terms of teaching, the analysis could serve as the reference for the teaching strategy revision of the next action plan. In terms of study, the analysis could be used to explain the process of the students’ construction of homeland knowledge, to evaluate their ability in thinking about and solving the homeland problems, and to investigate their ideological and affectional performances toward their homeland. Finally, the students’ learning effects and the teachers’ professional growth in the whole process were examined. The result of the study showed that the students’ learning effects were consistent with the cognitive, affective, and behavioral goals of homeland education. Besides, the curriculum was supported and approved enthusiastically by the subjects and their parents. In addition, the teachers have made great progress in handling collaborative teaching, homeland cognition and identification, self-growth and increase of specialty, and the two-way growth of teaching and learning. Furthermore, the lifelike geographic teaching strengthened students’ extensity, abstraction, and critical thinking and increased their knowledge and love of their homeland. Finally, the establishment of collaborative relationship paved the way for the implementation of the Nine-Year Joint Curricula Program and contributed to the fulfillment of homeland education in junior high school.
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Hsu, Hui-Ju, and 許惠茹. "A Case Study on Homeland Education Curriculum Leadership of An Elementary School Principal." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/62126958967084357690.
Full textAbstract:
碩士國立中正大學
教育研究所
93
A Case Study on Homeland Education Curriculum Leadership of An Elementary School Principal Abstract The purpose of this study was to explore the homeland education curriculum leadership rationales,roles, difficulties and strategies of an elementary principal.In this case study, the researcher adopted the qualitative research methods,including observations, depth interviews and document analysis, to collect the data. Based on the literature review and qualitative data, the following conclusions were attained: 1. The rationales of the principal’s curriculum leadership is by combining the community’s peculiar culture with the developing of school-based homeland education curriculum to achieve the aims of promoting teacher's professional growth, the reflections of the principal,and the sustainable development of the curriculum.The items of the principal’s curriculum leadership rationales in developing homeland education curriculum including：（1）Observing the ecology and culture of new school, and taking off the former school leadership style.（2）Developing school –baseded homeland eucation curriculums ,and promoting teacher's professional growth.（3）Promoting the development of whole curriculums, and combining the school curriculums with community's peculiar homeland culture.（4）The homeland education curriculum can be renewed, and the campus can be sustainable development.（5）Developing the school- based curriculums and promoting the reflections of the principal. 2. The principal’s roles acted in the homeland education leadership are quite variety .As the situation of curriculum development changes,the principal’s role-play has to considerate of the technical leader ,the human leader,the educational leader,the symboic leader ,and the culture leader etc.five major aspects.The principal played six roles within the homeland educational curriculum leadership, inciuding：（1）Cultural preservation promoter.（2）Chief teacher.（3）Action research pusher.（4）The assistance giver of teacher professional growth.（5）The coordinator of community factions.（6）Sustainable curriculum manager. 3. The principal faced difficulties within the homeland education curriculum leadership.Cause the influence factors of the difficulties are multiples,including the factors of the leader,members,curriculum,organization,commuity and the factors of educational policies. The principal faced ten difficulties within the homeland education curriculum leadership, inciuding：（1）The school is narrow and small , and blocks school curriculums from developing.（2）The small rural school with limited budget. （3）Because of teacher's psychology ages, action strength is insufficient.（4）The principal and the assiatant principals have diverse opinions.（5）The teacher’s vision limited in designing homeland educational curriculum.（6）Teacher's curriculum professional development levels are different.（7） Some parents and student do not identify the homeland education curriculum.（8）The time of curriculum implementation and professional communication is insufficient,and the shortage of the manpower.（9） Community's quarrel situation is expanded, influence homeland education curriculum development.（10）School –based homeland education curriculum evaluation is inadequate. 4. Within the homeland education curriculum leadership, the principal considered the influence factors of dufficulties and adopted the suitable strategies.The principal used the strategies mainly to develop the curriculum practically and solve the difficulties step by step. The principal adopted nine strategies within the homeland education curriculum leadership, inciuding：（1）SWOTA strategy.（2）Slow down strategy.（3）Take part in merriment strategy.（4）Developing curriculum vision strategy.（5）Holding community cultural activities strategy.（6）Less nitpicking strategy.（7）Action research strategy.（8）Coordinating community's factions strategy.（9）Participating in the homeland education performances strategy. Finally, according to those conclusions above, the study suggests some implications of administrative authorities, elementary school principals, and further studies as well.
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Juang, Dong-shing, and 莊東星. "A Elementary School Teacher’s action research approach is for practicing「Homeland Education Activities」." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/99296838361139045367.
Full textAbstract:
碩士國立嘉義師範學院
國民教育研究所
87
The main purpose of this study is going through action exploring in researcher’s teaching ,designing a series of action program with homeland ,discussing the effect after learning ,finding the effect factor of teaching. Finally,providing the findings to practicing 「Homeland Education Activities」in future. To make the above attempts ,this object have twenty-six children who learn 「Homeland Education Activies」classes. Based on action research approach and qualitative research methods ,to exploring the curriculum and teaching ofHomeland. Major finding of this study can be organized into three aspect : 1. The factor of effect designing curriculum of Homeland The factor of effect designing curriculum of Homeland have six aspects ,including researcher’s opinion ,resource of homeland ,studend’s experience ,the goal of learning ,time of teaching ,and program’s correcting .In six factor ,It consider differently because the different teaching conditions .So , teacher should choice elasticly the curriculum of Homeland . 2. The achieve of learning 「Homeland Education Activies」 According to this study ,Student learn homeland’s effect , including acknowledge ,tender ,skill .For instance , growing acknowledge of homeland ,enjoy the homeland ,promote the feeling ,skill ,examine of homeland ,and raise the ability of solving the homeland problem . 3. The factor of effect practicing teaching of Homeland The factor of effect practicing teaching of Homeland . including interal factor ,exteral factor ,and conditions factor . Interal factor have designing and practicing of teaching . Factor ,exteral factor have support of administration ,using the resource of homeland ,a burden of teaching , problem of the managing student . conditions factor have New Textbook Policy and activity of homeland . We should be lift the interal factor’s effect ,overcome or change the exteral factor ,and using the conditions factor appropriately .So ,it can improve the teaching of homelond , and lift the effect of learning homelond . Finally﹐the study three constructive suggestions for practicing Homeland studies﹐which includes curriculum materials design﹐teaching practice and further research.
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Chen, Yenlun, and 陳晏倫. "Study of the national primary school curriculum into homeland education- a case study for Hualien County elementary school." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/67131104269954504919.
Full textAbstract:
碩士國立屏東科技大學
農企業管理系所
100
Ministry of Education set up a discipline to promote homeland education in 1996 and It has been ten years since then. The researcher wants to have more in-depth understanding of teachers in the development of homeland education, factors of curriculum design, the implementation of the current situation and the overall situation.Therefore, the researcher went through domestic and abroad literatures on the implications, characteristics, theoretical foundation and the design, implementation and evaluation of courses to design a questionnaire.Teachers from national elementary schools in Hualien County are selected to do the questionnaire as the subject of this research. Methods of data analysis include Descriptive Statistics, t test, one-way ANOVA Analysis and Scheffe Comparison of Statistical Methods. The results show that most of the teachers have learner-centered class design in their courses on the basis of learners’ life experiences.With the diverse of information and the advances in technology, they also search for relevant information on the Internet, and apply more multimedia teaching method to increase learners’ interest.In addition, the study also shows that the size and location of the school and gender, age, years of teaching experience of the instructor may all be the factors in the promotion of homeland education.Besides, it shows that mathematics, which is considered to be one of the main subjects, got the lowest grade in the statistics of the integration of homeland education into other fields of subjects.Therefore, the study indicates that homeland education has not been fully integrated into other fields of subjects and it also shows the apparent differences of the implementation of the homeland education between urban and rural areas. The suggestions based on the result of the study can be divided into two parts: schools and administrative authorities. Schools should encourage teachers not only to design their own teaching materials and collect various related information but also to make good use of existed resources of the schools. What’s more, the officials can increase grants for the homeland education, provide awards and prizes for excellent schools, and hold teaching demonstrations to facilitate the promotion of homeland education.
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KAO, CHIA-CHUN, and 高嘉君. "A Study of the Beautification of Elementary School Wall from the Homeland Curriculum Materials." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2saufg.
Full textAbstract:
碩士國立高雄師範大學
視覺設計學系
107
With the trend of campus planning towards diversification and the active promotion of the Cultural and Architectural Construction Council of the Executive Yuan, the re-creation of public art and Elementary School aesthetic environment on the elementary school has become more important and highly valued. For the students and teachers of the country, the architecture, the wall and the public art on the campus all have the characteristics of the "divisional education", and use the methods and techniques of campus decoration and beautification to present. Through the literature discussion and analysis, this study finds that the wall painting of the Elementary School can construct the homeland Curriculum Materials and based on the existing environment, school characteristics, community culture, local textbooks, beautification methods and other reengineering projects. This study explores the wall beautification of the National Elementary School from the perspective of local textbooks, and uses the literature review method, the field survey method, the case study method, and the interview method to consolidate the walls of 43 elementary schools in Kaohsiung City, and through the local education five outlines: local history Induction and analysis of rural land theory, local art, local nature, and local language. The research results that the wall of the Elementary School has the most elements of local nature and local art from the perspective of homeland Curriculum Materials, and is also suitable for beautifying the application of campus walls. It is also the most widely decorated with mosaics tile, clay plate and painted media. Therefore, the campus wall beautification activities can be used to enhance students' feelings about the beauty of the campus environment and the new experience of aesthetic education, and can also be used to develop the characteristics of the school. If the use of local elements in the wall of the campus is to extend the values, humanistic qualities and local spirit behind the localization, it can convey the importance of local culture through visualization.
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Ya-Fen, Lai, and 賴雅芬. "A participant action research of promoting environmental education in elementary school homeland study program." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/09783793960959065614.
Full textAbstract:
碩士國立臺灣師範大學
環境教育研究所
86
The elementary school in Taipei began to inserted to carry out the homeland study program in the 1996 academic year, and each country and school had been authorized to compile auxiliary teaching material according to local character. This was a huge challenge for schools and teachers. In order to resolve this problem, this research adopted participant action research to develop curricula to explore how the primary school teacher use the contents and teaching methods of environmental education to design, develop, and implement the empty curriculum of homeland study program by collaboration. The main concern of this research is : (1) How did the elementary school teachers collaborate to design and implement environmental education curriculum in the chance of the homeland study program? (2) How did the elementary school teachers keep on reflecting and correcting in the process of teaching in order to future personal instruction innovation and professional development? (3) How did teachers guide students to form more mature thinking model and to promote the ability of resolving environmental problem? The research adopted participant action research in order to resolve practical problem rather than to generalize the result. In order to further the understanding of the feasibility of promoting environmental education in the period of homeland study program and of the teachers'''''''' professional development in the process of participant action research, the research employed in-depth interview, participant observation, and document collection as data collection techniques ; checked and analyzed the data from different time and different sources, then displayed the whole research process.In the process of this research, the work group consisted of two elementary school teachers and one researcher went through four stages : problem finding, curriculum development, curriculum implement, ending and reflection, to proceed the cycle of curriculum design, implement, reflection, correction, and reimplement. The findings of this research were that the homeland study program was the new chance to promote elementary school environmental education, and using the outdoor teaching and environmental problem solving model could achieve skill, affective, and cognitive domain objectives of environmental education and homeland study program. The lack of teachers'''''''' ability to carry out environmental education could use participant action research on the school/teacher-based, focus on teachers in the campus to achieve the collaborated and practical further education, and emphasized teachers'''''''' reflection and colleague'''''''' group collaboration in the process to co-constructed teachers'''''''' professional contents. After a semester''''''''s cooperation, the work group had designed and implemented nine times curricula. Students began to concern and pay attention to the surrounding, formed the ability of thinking and expression, enhanced the active learning and cooperation, and developed problem-solving skills. Teachers had more understanding of their school and students, found themselves'''''''' ability, could see things from more perspective, restructured the relationship between teachers and students, and admitted the in-service teacher''''''''s training of group discussion and experience sharing. Most of the colleagues and parents also gave upright support and feedback. According to the research result, discussion, and some finding difficulties and restrictions, the researcher brought up some suggestions on the curriculum, teachers, school and the authorities related to education, and some views about future researches and development to providing some interested units or persons to refer.
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Wang, Mei-wen, and 王美文. "A Study of the Homeland Study Curriculum Implementation of Elementary School in Tainan City." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/74618136755151658450.
Full textAbstract:
碩士臺南師範學院
國民教育研究所
88
A Study of the Homeland Study Curriculum Implementation of Elementary School in Tainan City Abstract The purpose of this study was to investigate the recent implemental situation and practice difficulties of the homeland study curriculum of elementary school in Tainan City and to provide suggestions for improvement. The research subjects of this study included forty-two elementary schools, the teachers of the homeland study curriculum of elementary school, and the third-grade elementary school students in Tainan. This study adopted questionnaire survey and class observation. The research items included the practice of the administrative measures, teachers'' and students'' opinions about the homeland study curriculum textbooks, the situation of teaching and learning in class and parents participation, and teachers'' opinions about resource centers, teaching media, and advanced teacher training. The main results of this study were as follows: 1. Most of the Tainan elementary schools had formed the practice project of the homeland study curriculum, and had edited the supplementary teaching materials. 2. Due to the lack of funds, space, and personnel, most of the Tainan elementary schools had not established the resource center. 3. When holding the outdoor activities, most of the Tainan elementary schools had faced the music of students'' safety and transportation problem. Most of the Tainan elementary schools were unfamiliar with the product exhibition of the homeland teaching. 4. Most teachers of the homeland study curriculum of elementary schools in Tainan evaluated the textbooks highly. 5. Most teachers of the homeland study curriculum of elementary schools in Tainan were able to seek the supplementary materials for teaching, but had not often used the teaching media .The third-grade elementary school students in Tainan were interested in homeland study curriculum. Parents had seldom participated in teaching activities. 6. The teachers of the homeland study curriculum of elementary schools in Tainan needed teaching media, such as videos, photos, and graphs. Teachers hoped the resource center could provide the teaching media and resource materials. Teachers commented favorably on the effect of the advanced teacher training of the homeland study. Finally, the study provides suggestions including administration, textbook, teaching, and future research.
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Huang, Chin-Hua, and 黃沁華. "A Study of Promoting the Elementary School Children's Identification about their Homeland through Marine Education." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/78775465944730227323.
Full textAbstract:
碩士國立臺灣海洋大學
教育研究所
100
This research the fifth grade student who teaches by the researcher is the object of study, carries on the Marine education in the course, promotion of situation by action research understanding country elementary student homeland identification. The researcher after the analysis sea education curriculum implements course and result, induces the student homeland identification the performance. In order to reach the research goal, this research adopts the action research to carry on the collection interview, the observation, the file analysis and the teacher province thinks of the note and so on correlation data, gathers capital the material to carry on the analysis and the induction again. The findings discovery is as follows: ⅠImplementation and revision “a study of promoting the elementary school children's identification about their homeland through marine education” teaching plan discovery: 1. The marine education integrates the homeland education the curriculum implementation, may avoid the course content too being narrow-minded. 2. When carries on “the social action orientation” the curriculum project, should the special attention community inquire into the stage curriculum project. Ⅱ“a study of promoting the elementary school children's identification about their homeland through marine education” teaching plan implementation result analysis discovery: 1. This research institute implements the teaching plan, urges the student to verify the experience of life and the classroom knowledge. 2. The student regarding “the substantive environment identification ”, “the economic life identification”, “the social life identification” and “the cultural life identification” is quite easy to express, but the researcher is also very easy to observe. 3. Regarding the student homeland identification 's promotion or not, perhaps promotion situation's how many, the researcher is very difficult to carry on the observation. Ⅲdiscovery which the teaching plan implementation province thinks“a study of promoting the elementary school children's identification about their homeland through marine education”: 1. Carries in the spot the reconnaissance and the discussion activity, may help the student to confirm that to define clearly the study content. 2. Should plan the multiple activities, can let the student study from each kind of different pipeline experience classroom.
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Kuo, ChihHo, and 郭至和. "A study of the homeland education activities curriculum implementation of elementary school in Taichung City." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/39865033257594627523.
Full textAbstract:
碩士臺中師範學院
國民教育研究所
88
The main purposes of this study were to investigate the implementation status of the homeland education activities of elementary school in Taichung City and understand the difficulties to improve the homeland education activities. The study information were by means of literature analysis, participant observation, questionnaire investigation and interview. The major tool of the study was a self edited "Questionnaire of Study to Implement the Homeland Education Activities in Elementary School", with research subjects as the administrators and the currently teaching the homeland education activities teachers in Taichung City. Consisting of 96 administrators represented 88.9﹪of the total 98 administrators among whom questionnaires were distributed in the administrators'''' practice situation. Consisting of 361 teachers represented 91.2﹪of the total 375 teachers among whom questionnaires were distributed in the teachers'''' practice situation. The data were analyzed using descriptive and inferential statistic methods, including Frequencies, t-test and one-way ANOVA. Additionally, qualitative methods were used for the participation in observing the teaching material conferences, the interviews with the committees who develop the teaching material and the elementary school teachers. The conclusions were drawn as below according to the research finding： 1. The Taichung City Education Bureau attached importance to the project and the implementation of the homeland education activities, but the design of teaching material was one-sided emphasize. And the implementation of curriculum was not systematically planned. 2. Most of the administrators arranged the period in Saturday, and the teachers taught in the classroom. They chose the textbooks of homeland education activities from the Taichung City Education Bureau as the teaching material. Most of the teachers in charge were homeroom teachers. 3. The conversion of the homeland education activities curriculum has involved in five parts, they included: between curriculum standard and teaching materials, between curriculum standard and every schools in the ways of teaching, between teaching materials and the schools* operational curriculum, and between the teachers* perceived curriculum and operational curriculum. And there were differences in the content of conversion. 4. Over half of the administrators and the teachers in charge disagreed to add the subject of the homeland education activities. Most of the administrators and the teachers in charge agreed to define "native place" as the school, school district and neighborhood. 5. Half of the schools could obtain the help from the students* parents; the community and education bureau helped least. The teachers in charge much less obtained the help from the administrators; the parents and community helped least, and there were still many difficulties in implementing curriculum. The study also provides three aspects of constructive suggestions, which includes teacher education mechanism or education administration, elementary school and further research.
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Ming-Cheng, Lin, and 林明誠. "A Homeland Study Approach of Environmental Education for Primary School Students with Community Graphic Intervention Model." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/33102384208418248952.
Full textAbstract:
碩士台北醫學院
公共衛生學研究所
86
For decades, Taiwan has been seeking aggressively industrial development and economic growth, but the environmental protection measures were started to be taken only during the last decade. According to the results of the invest igation on people''s environmental consciousness, we know that people''s knowled ge, attitude and behavior about environmental protection should be improved. A nd the traditional environmental education consists of teaching by text, still pictures, and films, which are passive, and abstract. In order to improve th ese shortcomings, we try to take the community graphic intervention model and to extend the education from classroom to the community. By allowing the prim ary school students to take part in this homeland teaching, this research inte nds to discuss the interaction and influencing factors Community Graphic Inter vention Model has on the homeland study approach of environmental education. This research takes 158 fifth-grade students from Gi Ling and Wan Fu primar y schools(one is within Gi Ling community and the other is located between Wa n Nian and Wan Her community) as research subjects. Outdoor teaching was part ially in the form of mapping, which was done by the students, under the guidan ce of the researcher, teachers and volunteers of the community. They recorded the environmental problems and made suggestions for improvement. The evaluat ion was conducted in the form of questionnaires, at the interval of at least t hree months. At the same time, we tried to employ the community service theor y and combine the community resources to improve the community environment. Wi th this model and activities, we try to discovery the effects of CGI on the st udents. To lead students to observe the environment, care about the community and think about ways to solve environmental problems, to incorporate the comm unity resources and constantly improve the quality of the living environment The research shows that the gender difference of the students, whether the students are from the original school district, how long he lives there, and t he commuting ways are the factors in influencing the student''s recognition abo ut the environment and attitude toward the community. The sexual difference i s reflected on the mapping results. And the volunteer''s attitude influences t he student''s evaluation of this CGI model. The students'' observation is the b est starting point for the improvement of the community environment.
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Ying, Lan MAi, and 藍梅瑛. "A Research on the Application of Picture Book in Homeland Education Activities in the Elementary School." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/81195702762599550726.
Full textAbstract:
碩士臺北市立師範學院
社會科教育研究所
93
The main purpose of this research is to explore how the picture book applied in homeland education activities affects the students’ local knowledge and local attitude. The research results are expected to be applied to design the homeland curriculum for the elementary school teachers. We adopt quasi-experiment research method in this study. The experimental groups are two classes of third-grade elementary school students in Wen-Shan administrative division, Taipei. The students have been grouped into the experiment group and the control group; each group is composed of thirty-four students. The experimental curriculum has twelve classes in one month. We do the pre-test and after-test on experiment group and the control group separately by using the ‘Local Knowledge Questionnaire’ and ‘Local Attitude Questionnaire’. An additional questionnaire of the usage of picture book is examined at the experiment group in order to realize the level of acceptance. The main results in this research are as follows: A. Applying picture book in homeland education can improve the students’ local knowledge. B. Applying picture book in homeland education can also improve the students’ local attitude. C. The introduction of picture book can easily be accepted by students. They hope their teachers can apply picture book in homeland education activities. D. Through the application of picture book in homeland education, the learning interest of students is promoted, the homeland where they live is cherished, and the willingness of exploring homeland is aroused. Finally, based on the result of the research, we suggest: A. For teachers (a) Understand and apply homeland resources. (b) Broaden the application of picture book in curriculum design and real teaching. (c) Try to involve in picture book creation. (d) Use picture book with the media of maps and photos in homeland education. B. For administrators (a) Set rewards to encourage the creation of picture book. (b) Hold workshop of picture-book creation. C. For writes (a) The creation of homeland picture book should be encouraged and rewarded. (b) An interesting and functional picture book promotes the learning willingness of students. D. For publishers (a) Present the content of picture books in the styles of large-font books, e-books, or wall maps for teachers to use easily. (b) Establish website, make bibliography, and publish new book information as often as possible.
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Chain, Su-le, and 蘇莉貞. "An Action Research of the Integrated School-based Curriculum Development on the Marine and Homeland Education." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/18434666261022496014.
Full textAbstract:
碩士國立中正大學
教育學研究所
97
Abstract This study is on the developing history of a branch department of an elementary school while conducting integrated school-based curriculum and is to realize the developing history of a class teacher while conducting school-based curriculum through action research. In order to achieve the goal, this study adopts action research to collect relative data like interviews, observations and document analysis, etc., and then do analysis and induction on the collected data with triangulation. The results are: 1. Analyzing the internal and external circumstances of the school, it is found to possess superiority and opportunity and decrease inferiority and threat to construct school-based curriculum development with marine education and homeland education. The development of local curriculum is constructed with the idea of integrated curriculum and diversified strategies of teacging. 2. Pictures of students in the Class “Love” of grade 6 are constructed based on the principal idea of the Grade 1-9 Curriculum Guidelines. The students’ learning goal is analyzed from the relative fields of curriculum. The teaching goals of cognition, affection and skill are constructed based on students’ life experience and requirements to provide students with multiple self-developing learning space. 3. Scope selection for curriculum design is based on marine and homeland education, combines effectively with community resource, and organizes integrally different teaching material in order to increase students’ cognition and experience of curriculum and raise their learning quality. 4. Curriculum practice is conducted with different teaching strategies. Fully make use of school and community resources with the help of computer technology to construct integral knowledge, and gradually build up learners’ confidence with continuous feedback and amendment. 5. School-based curriculum evaluation is done with formative and summarizing appraisements on students’ learning efficiency, teachers’ teaching efficiency and comprehensive curriculum efficiency for continuous criticism, reflection and feedback, and it will be used as the base of future curriculum development. Analysis and conclusion are made subject to the study in order to provide relative suggestions to the case school, school teachers and future research direction. Keyword: school-based curriculum development, curriculum integration, marine education,homeland education, action research
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Li, Shiou-Huei, and 李秀蕙. "Study on Integrating Environmental Resources with Ecology and Homeland Culture Classes in Wan-Lai Elementary School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/71441159663740648709.
Full textAbstract:
碩士大葉大學
環境工程學系碩士在職專班
96
The goal on homeland culture education is to make people care and observe the humanities and society of their hometown since childhood. The environmental education should make people realize the relation between human and his environment. And, moreover, they can protect nature environmental voluntarily and utilize environmental resources sustainably. 'Ecological engineering ' is one kind of sustainable system which is designed and based on ecological security to reduce the injury to ecosystem. This concept is so important that it should be incorporated in the curriculum of environmental education. Wan-Lai Elementary School with gifted natural environment just lies by Beidou Riverside Park. It is worthy to discuss how to integrate environmental resources with ecology inside the homeland culture classes. The advanced study in teaching with effect of environmental resources is concerned, too. The theme and framework of this study is proposed according to the environmental resources from Beidou Riverside Park. Begin with the material collecting and review about Old-Zhuoshui River, Beidou Riverside Park and ecological engineering, the class curriculum and questionnaire are properly designed. The questionnaire investigation is analyzed and discussed after several teaching activities are carried out. Some conclusions are reached following this research, such as: 1. The well learning outcomes are actually accomplished with combining community resources and concepts of ecological engineering. 2. The outdoor teaching activity and E-STS cooperation study are welcome by students. The learning effect should be better than it with classroom teaching only. 3. Through questionnaire investigation, teachers can draw the student’s demands while promoting ecological engineering into environmental education. 4. The viewpoints on educational subject of environment about ecological engineering between student and teacher are much closer, and it shows that the demand in relevant knowledge for teaching and learning is quite similar.
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Yiing, Yang Jyh, and 楊智穎. "A Study of Homeland Curriculum Materials Development for Elementary School at Hsin Hua Area Tainan County." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/09817722540820309914.
Full textAbstract:
碩士國立台南師範學院
國民教育研究所
86
The main purpose of this study is to discuss the theory of Homeland Studies and to probe into the homeland curriculum materials development at Hsin Hua area Tainan county . First , the study uses the ways of observation , interview ,and documents analysis to explore the practice of curriculum materials development , Then, a " Homeland Curriculum Materials Evaluation Chestist " is used to evaluate the homeland curriculum materials for the third grade students.Finally,a outline of the materials and models of activities of instructional unit are constructed to provide the reference for curriculum materials development in the future. According to the outcomes of the study , the study generates six conclusions regarding basic concepts of Homeland Studies , the development of curriculum materials,and the design of curriculum materials.The study also provides six aspects of constructive suggestions,which includes education administration , teacher education mechanism ,school teacher, institutional innovation , curriculum materials design and further research .
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Liu, Yu-Hsien, and 劉玉仙. "The Action Research on Utilizing Community Resources in Homeland Education—Fong Jia Elementary School as an Example." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/18888521661733680585.
Full textAbstract:
碩士中臺科技大學
文教事業經營研究所
99
Based on Skilbeck’s situational analysis model, this study followed action research processes to utilize community resources in homeland education. A total of 22 third-grade students in Fong Jia Elementary School in Dakeng of Taichung City were involved in this action research. This study consisted of three stages: In the first stage, curriculums where community resources could be utilized were designed; In the second, feasibility of applying “community resources” in “homeland education” was examined; In the third, difficulties and needs encountered by teachers in utilizing community resources in homeland education were discussed. Through action research, this study expected to provide a reference for future homeland education. Findings of this study suggested that Dakeng has abundant community resources, including both humanity and natural resources, but most teachers were unfamiliar with them and had not made a good use of them. The homeland education curriculums redesigned to utilize community resources could effectively elicit students’ passion for their homeland.
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Chen, Hsiao-Ting, and 陳曉婷. "Studies on the Learning Outcomes of the Lyudao Homeland Picture Book Instruction on the Elementary School Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/65126981875527760668.
Full textAbstract:
碩士國立屏東科技大學
熱帶農業暨國際合作系所
100
The objective of this study is aimed to investigate the learning outcomes of students after the participation of the ‘Lyudao Homeland Picture Book Instruction’ lesson . After participating the lesson, a total of 88 samples were collected from students that came from 8 classes in 2 schools. Test sheets and questionnaire of learning perception were well designed based on teaching objective of the courses. Students’ score, background data, impressed objects and activities collected from questionnaire survey were quantitatively studied by descriptive statistics, independent and paired t-test, and finally cause and results were qualitatively analyzed. Results showed that：(1) Homeland picture books teaching program can help students to understand the natural terrain of the Green Island, enhance students' care for the environment and respect the sentiments of nature.(2) The use of the abundant cultural resources in the Green Island, courses design and learning activities help students to expand the humanity attainment.(3) The daily life slangs of Green Island , humorously and entertainingly describe the ancestor's life situation, which are most interested by the children , and are the cultural treasures handed down from ancestors.(4) Green Island is surrounded by the sea, food to seafood, sweet potatoes and peanuts are the local inhabitant’s the kinds of food are not many, but they have many changes. (5) Student more understand the origin of Green Island lighthouse through the course of inhabitant’s righteous rescue work for the cruise ship stranded in the Green Island near.(6) Through community environmental cleaning-up activities and the observation of the outdoor plants course, they guide students to cultivate sentiments of respect for life and care for nature.
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Wu, Hung-ju, and 吳泓儒. "The Cognitive Load of Elementary School Students in the E-Learning Website—Permanent Homeland as an Example." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/02060414945814890075.
Full textAbstract:
碩士義守大學
資訊管理學系碩士班
97
With the advances of information technology and the prevalence of the Internet, more and more people adopt e-learning to enhance teaching and learning activities. The content of e-learning includes films, animations, words, images, and hyperlinks between websites. Although lots of information may enrich students’ learning, it could easily lead to cognitive load. The quasi-experimental method with static-group comparison design was applied to explore the effect of cognitive load on using e-learning websites. The subjects were 147 sixth-grade students of an elementary school in Kaohsiung County. The study investigated the correlation within cognitive load, e-learning attitude and learning achievement. The research instruments included: Cognitive Load Scale, Science Attitudinal Scale, E-learning Attitudinal Scale, Group Embedded Figures Test, Kolb’s Learning Styles Inventory (LSI), Index of Learning Styles (ILS) formulated by R.M. Felder and L.K. Silverman, and the science learning achievement test. The results show that there was no significant difference between students of different genders in terms of cognitive load. The cognitive load of divergers was lower than that of assimilators. In Felder-Silverman Learning Style, the cognitive load of reflective learners was lower than that of active learners in terms of information processing; the cognitive load of visual learners was lower than that of verbal learners in terms of information input. The cognitive load of field-independent learners was lower than that of field-dependent learners in terms of cognitive style. The higher the science learning achievement scores, the lower the cognitive load. The cognitive load of the high-attitude group was lower than that of the middle-attitude group or the low-attitude group. The correlation between students’ cognitive load and e-learning attitude was negatively related. The correlation between students’ cognitive load and learning achievement was negatively related. The correlation between students’ e-learning attitude and learning achievement was positively related. The correlation between students’ science learning attitude and learning achievement was positively related.
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Yen, shu chu, and 嚴淑珠. "Study on the Taipei City Elementary School Teachers’ Application of the Internet Resources in Teaching Homeland Curriculum." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/23736035321685109412.
Full textAbstract:
碩士國立臺北教育大學
社會科教育學系碩士班
94
Abstract The homeland curriculum has been integrated into the elementary school curriculum ever since the implementation of the Grade 1-9 Curriculum. This study aimed to examine the current situation, to investigate the teachers’ demands and to provide suggestions for using internet resources in teaching homeland curriculum at elementary schools in Taipei. This study adopted stratified random sampling to choose 700 teachers from 71 elementary schools in Taipei City to answer a teacher-made questionnaire. The findings are as follows: 1. There is an imperative demand for homeland website resources and many teachers affirm the importance of using internet resources in teaching homeland curriculum. 2. Most teachers are able to search and apply internet resources into their instruction of homeland curriculum. 3. The most popular strategy is to use internet search engines to build up linkages to useful homeland resource websites. 4. Time constraint due to busy workload is the main hindrance for teachers to use internet resources. 5. Most teachers use school hours to search for internet information and prepare for their homeland teaching. 6. Elements of premium homeland websites include: (1) being able to promote teaching quality and learning interests, as well as to provide updated information; (2) being able to offer useful, basic and important information on teaching and curriculum; (3) providing bountiful and functional information at a high browsing speed. 7. History, geographic backgrounds and arts are the three main internet search topics by homeland teachers. 8. The differences in teachers’ backgrounds highly affect the contents and functions of using internet resources in teaching homeland curriculum. Finally, this study suggested that practical policy, such as the elimination of teaching periods for those winners of homeland multimedia production contests, should be adopted by the government. Besides, homeland resource centers should be established at schools to collect, manage and promote the teaching of homeland curriculum. Furthermore, more homeland workshops should be arranged for teachers to enhance their professional abilities in using internet and computerized resources. Finally, teachers should cooperate as team workers Experts should be integrated into the team, so as to promote excellence in teaching homeland curriculum. Key words: homeland teaching curriculum, teaching resource websites
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Tsai, Chih-Sheng, and 蔡志勝. "Local Identity from the Course of Homeland Education –with a Case Study of Zhong-zhou Elementary School." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/17320664913352961285.
Full textAbstract:
碩士國立雲林科技大學
工業設計系碩士班
91
Community renaissance has been developed in Taiwan since 1990s, and in the 21th century, we are now searching for the combination between culture and industry. At the same time, Small and Medium Enterprise Administration of the Ministry of Economic Affairs also has preceding plans to develop industries with the specific cultural characteristics and purchase for the benefit in economy. This research originates from the experiences of Local Industry Rebuild Project of Small and Medium Enterprises Administration, Ministry of Economics, which aims to guide and counsel the development of Zhushan Local Cultural Industry through cultural merchandise designs, local culture rooting and voluntary community participation. Homeland education plays the most important part in local culture rooting, the associative teams cooperate with Zhong-zhou Elementary School Zhushan County, in aspects of curriculum design, preparatory work, and corrective reviews with participations from school teachers and community residents. This enabled the local residents, teachers and students to further understand their home town with place-identity and establishments. The purpose of establishing cultural industry is to promote homeland education as a potential pass down of bamboo culture. Homeland education aims to enable students’ understanding of local culture as well as promoting students’ place-identity and participation, which shall better continue local culture. The research findings include the following: 1. homeland education can better bond the schools with communities, which increases learning opportunities of self-development. 2. the participation of homeland education has strengthen participant’s place-identity toward local areas. 3. From the homeland education in Zhong-zhou Elementary School, it is discovered that the learning of place-identity can be sectioned as 4 stages: concept learning, meaning learning, generation emotional links and learning feedbacks. 4. The transmission elements of place-identity in homeland learning include individual, local knowledge and interactive behaviors.The path toward formation of place-identity include three patterns. that one community residents patterns, school teacher pattern and local interaction pattern. 5. Participants’s self-recognition is the biggest resistance in homeland education.
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邱旭美. "Constructing the Action Research of the School-Based Curriculum Evaluation Program－An Example of Homeland Activities Curriculum of A Case Primary School." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/00748524685185483222.
Full textAbstract:
碩士國立新竹師範學院
學校行政碩士班
91
The purpose of this study is to (1) investigate the theory and praxis of the school-based curriculum evaluation, (2) construct the school-based curriculum evaluation program in the primary school with the action research, (3) investigate and construct the resolutions for the problems faced in executing the school-based curriculum evaluation program in the case primary school, and (4) present conclusions and suggestions according to the research results, which may served not only as a model for the case of primary school to develop and improve its school-based curriculum evaluation program, it may also serve as a reference for the other schools. To achieve the objectives mentioned above, the first procedure in the study is the status quo analysis, which is to conceive and grasp the key points of the study, and to discern the problems existed in school-based curriculum evaluation in the education scene. Secondly, there will proceed a domestic and foreign textual analysis, thus to induce and categorize the related theory and research for the construction of the school-based curriculum evaluation program. And finally, to access the curriculum arranged by the case primary school and make some modification. There are four areas of conclusions summarized as follows: 1.For the content of school-based curriculum evaluation program (1) There should be the combined characteristics of integrity, locality, easy feasibility and orientation of improvement (2) There need some sound packaged measures to deal with challenge 2.For the construction of school-based curriculum evaluation program (1) Criteria can be established through the discussion and investigation of related bibliography (2) It should be identical with the need of primary Schools. (3)Each primary School can try to construct its program through action research (4) To achieve better implementation, amendment should accompany with execution. (5) To achieve related data of consensus, the implementation of investigation for each colleague should vary from different starting points (6) OJT(On Job Training) for advanced know-how is indispensable (7) To seize the advantaged opportunity in the scene will be a great help to the promotion of research 3.There needs resolution with wisdom for the trouble confronted during the constructing procedure. (1) Rational dialogues can be used to resolve the complaints of overloading of job caused by the demand from the high rank (2) The unexpected condition in recruiting the team members should be resolved in proper situation (3) Communication, and communication is the best way to eliminate the skepticism between your colleagues (4) The burden as an intelligentsia is heavy yet sweet (5) The self-reflective notes are the original dynamics of innovation and action 4.For school-based curriculum evaluation (1) It should be performed step by step and in accordance with human nature (2) Evaluation should be executed during each stage of curriculum development (3) To get rid of the fear toward evaluation for the teachers with correct recognition and at ease (4) To build up the channels for pressure relieving (5) The colleague teachers will be the beneficiaries (6) Well-planned project before formal execution Based on the conclusions, recommendations are presented to the authorities concerned, the case primary school, the other schools and the follow-up studies.
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WANG, PAO-CHIN, and 王寶勤. "The Research of Localization Characteristics and Homeland Education – A Case Study of Yuan Chyuan Elementary School in Changhua." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/dd8d6k.
Full textAbstract:
碩士康寧大學
企業管理研究所
104
In such a changeable modern society, the increasing culture shock has many people start to reflect the characteristics and education of their hometowns so that local consciousness and local education are gradually emphasized. In addition to education units, there are many people with lofty ideas in communities realizing the importance of local education and therefore stressing on the management and implementation of local education. Local education has not been independently set the subject in Grade 1-9 Curriculum currently, but merely dialects are the required subject. However, it does not mean the disappearance or unimportance of “local education”. With “case study”, Chang Hwa Hsien Yuan Chyuan Primary School in central Taiwan is selected as the research field in this study, aiming at the material selection, practice, and activity for local education. The research data are collected through semi-structured interviews with teachers who actually engage in and promote “local education” and local people. Total 3 experts with several years of experiences in local education are interviewed. The interview contents are further organized and analyzed for the practice principle of local education, the application of community resources, the notice for field trips, and the localization characteristics of local education in Ershui Township. As a result, it is considered in this study that the practice of local education should not be promoted simply by schools or practiced in junior high and elementary schools; it should be the common responsibility of community citizens. Moreover, it is indicated that how to implement, arrange, and combine “local education” with curricula should be taken into account in teaching environments for students acquiring the maximal benefits. It could be a reference for educators who are interested in local education teaching local education.
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Tai, Shu-Han, and 戴舒涵. "An Action Research of Integrating Homeland Education into Chinese Teaching in Fourth Grade of Elementary School In Taipei." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/jtcx7n.
Full textAbstract:
碩士臺北市立大學
歷史與地理學系社會科教學碩士學位班
104
This study used action research to proceed, and the objects of this study are the fourth-grade students in elementary school. The researcher design the lesson plan integrating Homeland Education into Chinese Teaching. Data collected from students’ learning records and feedbacks, classroom observation and teacher's teaching reflection. The purpose of this study is to research integrating Homeland Education into Chinese Teaching which is implementation of course and learning outcomes The main results of this study are listed as follows: 1. Integrating Homeland Education into Chinese Teaching can strengthen for our students in speaking and writing abilities. The research of lesson plans and activities can be the example for interrelated study of integrating Homeland Education into Chinese Teaching. 2. Integrating Homeland Education into Chinese Teaching promote the learning outcomes of Chinese. According to student’s feedbacks and presentations of worksheet that the teacher can find Integrating Homeland Education into Chinese Teaching which can motivate students to be cheerful for learning Chinese. The more practice and presentation, the more ability of language.
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Yen, Pei-Yi, and 顏佩怡. "The Influence of Homeland Education Activities on Junior high school student' Sense of place and Cultural Heritage Cognition." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/y8r3zx.
Full textAbstract:
碩士國立雲林科技大學
文化資產維護系
106
This study investigates the influence of homeland education activities on junior high school student' sense of place and cultural heritage cognition. The study would firstly find out relationships between cultural heritage education, homeland education activities and sense of place. Second, This study is based on one remote junior high school in Chiayi, to explore the plight of the teaching site and actually investigate the cultural heritage (including cultural resources) in the student life circle, Then, teacher find out the change and growth of the sense of place and cultural heritage cognition among junior high school students after teaching and tracking. The findings discovery is as follows: 1. Through the teaching activities, students have more understanding of their homeland and raise awareness of the cultural heritage cognition in the same time. The sense of place began to sprout in the process. 2. Students’ enthusiasm for homeland and cultural heritage needs to be continuously enhanced. Through continuous experience and feelings, we can shape emotional identity, and thus create a sense of place for students. 3. For the junior high school students in the rural areas, in the homeland education activities curriculum, through different classroom modes, stimulate interest, enhance learning motivation and self-confidence, strengthen the sense of responsibility, and discover and feel the beauty of local culture in the process. And they can learn about the meaning of community building and the cherish and gratefulness of the place. In addition, the study found that the "integration of the cultural heritage cognition into the localized curriculum model of localization" in the semester of the community teaching activities carried out by the community or flexible curriculum, from the understanding of the local community, leading students to see and appreciate the beauty of local culture, Rising the feelings of the place, and then cooperating with the camp activities in the winter and summer vacations, so that students can further understand the localities, and deepen their learning ability, try to use the lessons learned to introduce places and think about ways to improve the place. Even though traditional art has been included in the 12-year syllabus of the basic arts education in the country, the continuous use of the curriculum of homeland education activities to introduce cultural heritage cognition into the junior high school is still an important direction. Everything is about to begin.
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郭貞瑩. "The study of integrating homeland study curriculum into school-based curriculum and current implementation status and evaluation-Take an elementary school as an example-." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/96230281466782786214.
Full textAbstract:
碩士臺北市立教育大學
課程與教學研究所
95
This study is to understand the process of how Fu-Tien Elementary Schoolintegrating homeland study curriculum into school-based curriculum. Furthermore,to investigate how teachers with different background have considered every aspect ofhomeland study curriculum and school-based curriculum, including curriculum planning, curriculum design, curriculum implementation and curriculum evaluation and revision, as well as the difficulties encountered during the design orimplementation stage in the process of teaching. Teachers will base on the implication of such difficulties to give recommendations and revision, and to develop more complete teaching activates. By way of the analysis and investigation process for the curriculum evaluation pattern, it is to provide further suggestions for future curriculum development. This study is mainly focus on literature review, opinion investigation and interviews. In view of Fu-Tien Elementary School’s current status of school-based curriculum implementation and its relative literature review, it is to carry out an analysis and summaries, as well as to conduct a questionnaire survey. The total questionnaires sent out were 190 copies and the valid return are 178 copies, and the feasible rate is around 94%. This study is adopted the SPSS statistic software to conduct the statistic measures, such as the frequency distribution, mean, percentage, standard deviation, one-way ANOVA, independent-samples t Test, repeated measures and dependent-samples t-Test, to analyze the collected data and information. According to the results of data analysis, further interview with many teachers in order to obtain more understanding. Based on the indication of the summarized evidences and interview studies, it is concluded as follows: 1. Fu-Tien Elementary School will base on the school’s perspective, to implement and continue to develop school-based curriculum. 2. The different background for teachers has difference viewpoint in curriculum planning of homeland study curriculum. 3. The different background for teachers will affect the content of homeland study curriculum design. 4. The level of implementation in homeland study curriculum for each teacher will be differentiated, as their background is a factor for such differentiation. 5.The review of curriculum evaluation and revision has difference because of the teacher's different background as a result. 6.Overall speaking, teachers pay more attention to the evaluation aspects of curriculum planning and curriculum design. It is also more fit in with the current development of homeland study curriculum. According to the result of this case study, it has given some relative recommendations on the evaluation of homeland study curriculum, especially in curriculum planning, curriculum design and curriculum implementation, as well as curriculum evaluation and revision.
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Kuo-Pao, Ni, and 倪國寶. "Survey Study on How Do Elementary School Teachers in Taipei City Proceed with Homeland Education by Using Community Resources." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/36798342151119726135.
Full textAbstract:
碩士臺北市立師範學院
社會科教育研究所
91
Survey Study on How Do Elementary School Teachers in Taipei City Proceed with Homeland Education by Using Community Resources Abstract Ni Kuo-Pao The purpose of this study is to comprehend the current situation of elementary teachers’ making use of community resources for their homeland education in Taipei City. The research method was specialized in questionnaire survey, and the instrument of the study was based on “The questionnaire of Survey Study on How Do Elementary School Teachers in Taipei City Proceed with Homeland Education by Using Community Resources”, edited by the researcher himself. Stratified random sampling was adopted for selecting survey samples. There were 700 teachers selected from 41 schools, with 512 effective samples actually acquired. After statically analyzing the data from this questionnaire survey and integrating the data with discussion in relevant documents, we obtained the following conclusions. 1) Teachers have a high requirement of community resources, but scarcely make use of them. It reveals there are variances existed so that hardly can the satisfaction of making use of such resources be acquired. 2) Teachers mainly make use of community resources for homeland education during regular school time, and lay particular stress on local history and geography. 3) Teachers principally acquire the message of community resources from their colleagues and parents of the students. They can proceed with homeland education with various categories of community resources; among them the proportion of parents (of the students) resources are higher than the others. 4) Teachers make proper preparation, learning sheets mostly, before proceeding with homeland education by using community resources. 5) Teachers evenly use community resources by both ways of introducing them into school and extending them back to community. 6) Teachers make use of community resources for theirs teaching methods diversely, teaching guided by learning sheets chiefly. Also there are diversified learning activities for students, those in the majority are observation and undergoing the experience and filling out learning sheets. 7) Most teachers make multiple assessments, instead of conventional ones giving priority to paper-based tests, when they use community resources for homeland education. 8) Almost all teachers hold that using community resources for homeland education is provided with educational value and significance, which will be favorable for students and foster students’ native knowledge to arouse their sentiment of the beloved homeland. 9) Students, teachers, schools, courses and communities should be operated in coordination one another for improvement, especially in courses, so that teachers are more willing to use community resources for homeland education and such performance can be enhanced. 10) The current situation of teachers’ making use of community resources for homeland education is greatly affected by the variance of their background. On the grounds of the forgoing conclusions, there are several suggestions from this study. 1. Educational administrative institutions should offer more flexible, communized course contents and award subsidy for use of community resources and R&D of teaching materials. 2. Communities must reinforce their resources and the community development should be planned toward the schooling and the establishment of the community resource center. 3. Schools should set up a community resource teaching material center, build up an applicable series of safety mechanism responsible for outdoor homeland education, and reinforce communication and interaction with communities. Schools also must take the initiative in giving assistance to the planning of homeland education and host regular training for new teachers in perceiving community resources. 4. Teachers should strengthen their professional skills in homeland education and set up a collaborative mechanism between them. 5. Recommendations to follow-up studies include: implementing a case study, adopting the measures by observation and comparison. Key words: Community Resources, Homeland Education
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莊秀鴻. "A Research on the Design and Evaluation of the Homeland Fieldwork:A Case Study of the Dajia Junior High School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/20505665130562334865.
Full textAbstract:
碩士國立彰化師範大學
地理學系
98
The purposes of this research are to design a curriculum of outdoor homeland teaching suitable for the students of Dajia junior high school, and to discuss three topics below： 1.How dose outdoor homeland teaching affects students’ learning achievements of homeland knowledge. 2.How dose outdoor homeland teaching affects students’ attitudes toward homeland. 3.Analyze students’ satisfaction about outdoor homeland teaching. 65 first graders out of two classes in Dajia junior high school participated in this research. One class was assigned to the control group with 17 boys and 16girls, instructed with the traditional teaching method. The other class was assigned to the experimental group with 16 boys and 16 girls, instructed with the outdoor homeland teaching method. To investigate the topics above, this research adopted both qualitative and quantitative analyses. A quasi-experimental research was adopted to get quantitative data of the two groups’ homeland learning achievements and attitudes. Triangulation was used to get qualitative analysis. The data came from different sources, such as satisfaction survey, student’s interview, activity manual, researchers’ observation record, and tutor’s interview. The following conclusions are drawn: 1. The outdoor homeland teaching method can well improve students’ learning achievements. (1)Both outdoor teaching method and traditional teaching method can well improve students’ learning achievements. (2)Outdoor teaching method is better in improving students’ learning achievements than traditional teaching method. 2.The outdoor homeland teaching method can well improve students’ attitudes toward homeland. (1)Students bore positive attitudes toward homeland both after receiving outdoor homeland teaching method and traditional teaching method. (2) Students receiving outdoor homeland teaching method bore more positive attitudes toward homeland than those who receiving traditional teaching method. 3.The outdoor homeland curriculum designed by the researcher was highly accepted and satisfied by the students.
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Wu, Yi-jui, and 吳怡叡. "Content Analysis of Homeland Education in Social Studies Education Textbooks for Elementary School - A Case Study in Kang Hsuan Textbooks." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/beq73w.
Full textAbstract:
碩士臺北市立大學
歷史與地理學系社會科教學碩士學位班
105
The purpose of the study was to assess the content analysis of local consciousness of social studies learning area textbook for elementary school. The main textbooks analyzed in this study are the Kang Hsien Third grade and Forth grade Social Studies Learning Material. The analysis key points are: 1. Outline the content about local consciousness from the Kang Hsien Third grade and Forth grade Social Studies Learning Material. 2. Compare and analyze the outline above with the agenda and learning purpose from the Standard of Local Consciousness Social Studies. 3. Provide improvement suggestion to Kang Hsien Tird grade and Forth grade Social Studies Learning Material to complete the local consciousness education in Taiwan. The conclusions after the content analysis are listed below: 1. From the local history point of view, Kang Hsien Third grade and Forth grade Social Studies Learning Material focus more on modernization content in current society, especially in Forth grade Learning Material. Besides, the content does notice the balance between different races. Only, it is a little pity about ignorance of HaKa culture. 2. From the local geographic point of view, the content of culture and social geographic is more than the natural geographic. 3. The content of local natural environment focuses more on concept topics but ignores the plants used in folk cultures.
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CHANG, LI-FANG, and 張麗芳. "elementary school’s teacher in NantouAnalyzes the instruction activities’ design about making homeland study material into courses by literature and content analyzing." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/04110722295603814735.
Full textAbstract:
碩士國立中正大學
教育研究所
95
This study searches for the comprehension and using of homeland study materials in elementary school’s teacher in Nantou. Analyzes the instruction activities’ design about making homeland study material into courses by literature and content analyzing. At first, we search literatures for the definition of 「Homeland」, the connotation of「Homeland study materials」, the research Homeland study materials in the using of instruction, the basic theory, the rule development and the design in Homeland study. Therefore,taking the homeland study materials into the curriculum of instruction activities for example to clarify the target and the correlation of this research. Then, decide the subject and detail of category by content analysis. Make analysis of the subject and content in Homeland study materials to the instruction activities (including powerpoint, paper, and reference etc. that design by the elementary school teachers in Nantou county. According to the target and method of this research, we can get the following conclusions： 1. The situation of teacher in Nantou county that use the five kinds of homeland study materials to courses, the〝Homeland geography〞takes the most part(35.60%) and the “Homeland language” takes the least. 2. The “Homeland geography” and the “Homeland history” are the most prevalence. 3. In the second detail, land using and area development(73 times), location and administrative area(64 times), persuasions and festivals(59 times), arts(58 times), population and industry(56 times) are the most. However, mineral resources and energy resources (2 times), traditional opera(3 times),dancing(6 times) are the least. According to the discovery of this research, there are the advices at follow： 1. to the connotation of Homeland study curriculum: (1) take the balance of kinds of subject (2) take balance of the detail of category (3) the foundation of the database that is about the origin of the teacher (4) plan Homeland study curriculum changeably 2. to present education (1) raise teacher’s professional ability by the development of school’s curriculum A. the ability of the design about curriculum’s fusion B. the ability of the design about the instruction activities edited by teachers themselves C. the foundation of the evaluating evaluation (2) supply the direction about Homeland instruction research to grade 1-9 curriculum counselors in Nantou county 3. to the follower (1) make Homeland instruction activities to be the normal instruction activities (2) to be concerned about the new proposal by the point of mosaic culture to enhance the concerns of homeland.
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Chen, Yue-Mei, and 陳月梅. "A Study of Learning Effects of Applying Mobile Devices in Homeland Education for 6th Graders of Elementary School—A Example of Zoutou Elementary School in Touyuan City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/r7hubd.
Full textAbstract:
碩士臺北市立大學
歷史與地理學系社會科教學碩士學位班
105
The purpose of the research was to discuss that teacher using mobile device and powerpoint to homeland education that the difference of students learning effect and retain learning effect,then collecting students attitudes and opinions that using different technology integrated into Instruction. The research was conducted under the pre-experimental mothed” The Static-Group Comparison Design”. The researcher used some related literatures to make self-made homemade teaching materials and design the course as an app .The 39 students of the two sixth grade classes from an elementary school in Dayuan district Taoyuan City are chosen for experiment.The students of one class are the treated group taught by mobile device teaching,and the others are the comparison group taught by powerpoint teaching.The total teaching time of the experiment is six lessons with “Homeland Knowledge Quiz”,”Homeland Attitude Scale”,”Student Opinion InvestigationQuestionnaire”and “Teaching Observation Record Form” as the tools. And the use of descriptive statistics, Independent sample T test, one way ANCOVA as a quantitative data analysis;Supplemented by classroom observation record,learning sheet,students' opinions and feelings as a qualitative data analysis.Using the analysis results to understand students’ homeland education learning effect and opinions. The main findings show that: 1.The homeland education of mobile device and Powerpoint both have promoted learning effects. 2.Using mobile device can excite students' learning motivation. 3.Diversified course and innovation teaching are students' expects. 4.Using Mobile device can Improve the opportunity that students reviewed at home. Final, the researcher according study results and conclusions to make some concrete recommends in teacher's teaching,school administration and future research.
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Huang, Lung-hsiang, and 黃龍祥. "A Study of Students'' Learning Effect with the Use of Google Street View on the Elementary School Homeland Teaching Materials." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/77101509388714297457.
Full textAbstract:
碩士國立屏東教育大學
數位學習教學碩士學位學程
99
The Cloud Technology has been blooming in recent years, making traditional maps present to Web page. Because of its easy manipulation, teachers can make use of it during instruction. In the past, it is better to experience real environment in Homeland education. However, affected by many objective factors, field trip is not very convenient to carry out with students outdoors. Instead, Homeland education is taught mainly indoors. This research applys 360 degree observe the phantom system, launched by Google in Homeland education which is about the ancient city and history of historicalsites of Hengchun. The curricula are divided into four units：history of Hengchun, architecture style of city gate, geographic location of historical sites, and historical sites of Hengchun. In this study, students from grade 3 to 6 are separated into experimental and control groups, comparing learning efficiency with different teaching methods. Based on Technology Acceptance Model( TAM), I discuss students'' learning motivation to Google Street View in the experimental group. From the result of the research, we discover that Google Street View enhanced students'' learning motivation and efficiency. They are willing to use Google Street View in Homeland education. On the other hand, researchers acquire much more ability of Geoinformatics and design learning by using Google Street View as well.
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CHI, CHING-TZU, and 紀靜資. "The Correlation between the Outdoor Homeland Education and the Promotion of Students’Native Affect-An Example of Yu-Ying Elementary School on Nantou County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/06262708008001804272.
Full textAbstract:
碩士亞洲大學
休閒與遊憩管理學系碩士班
96
The purpose of this research was to explore the influence of the outdoor homeland education on students’ learning effect and native affect, to compare the differences between learning effect and the promotion of native affect of students with different sociodemographic characteristics, and to study the relationships among learning effect and the promotion of native affect. Through the employment of the questionnaire method, the research investigated the 2nd grade students in Yu-Ying elementary school. A total of 84 vaild questionnaires were collected. The results showed as follows： 1. The outdoor homeland education could promote the students’ learning effect and native affect. 2. “Sex” and “the degrees of enjoying homeland traveling” could make the cognitive learning effect different. Students with different degrees of enjoying homeland traveling revealed obvious differences in the skill learning effect. Students participating in community or homeland activities more times obtained higher grades in the affective learning effect than students who had never participated. Students who enjoyed homeland traveling performed better in the affective learning effect than students who didn’t. 3. Students with different sexuality and different ability of listening and speaking the mother tongue shows significant differences in the promotion of homeland affect. 4. There existed a positive correction between the promotion of homeland affect and the skill or affective learning effect. Besides, “inditity of physical feeling” and “belongingness” reached the positive correlation with the cognitive learning effect. According to the results, the research suggested as follow： 1. To encourage schools to hold more outdoor homeland education activities to increase the students’ homeland affect and learning effect. 2. To encourage students to attend homeland traveling activities to increase the learning effect. 3. According to the students’ background to provide suitable homeland education to promote the homeland affect. 4. The cognitive, skill and affective learning should be considered in the design of homeland education, so that the students’ homeland affect could be promoted most.
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Lin, Yueh-Jane, and 林月貞. "Study of the curriculum projects of homeland teaching into Hakka Day: Guang-Xing Elementary School in Meinong District of Kaohsiung City as the example." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/54196269231376274038.
Full textAbstract:
碩士國立屏東教育大學
文化創意產業學系
99
The purpose of the study explores the progress of curriculum design of homeland education into Hakka Day include to compose, evaluate, modify, analyze, and make the self-examination. Council for Hakka affairs advances Hakka Day. Its purpose is that encourage every school to spread Hakka independently and flexibility for inheritance of Hakka language and Hakka culture. A characteristic of the curriculum projects of homeland teaching into Hakka Day in Guang-Xing Elementary School of Meinong District of Kaohsiung City studies eighteen classes of the 100th academic year. Five Specialists who are capable of compiling the teaching materials of Hakka language, curriculum and instruction, Hakka teaching, and Meinong homeland evaluated the first draft. After analyzing the first draft and responding the specialists’ opinions, I finish the amending draft of curriculum projects and make the self-examination. The following is about specialists’ evaluations: 1.Although the first draft of curriculum projects introduces the history and geography of homeland, the concept of theme has to be more elaborate. 2.The difference in age of the students is large, but by choosing the ability target and carrying out curriculum skill, it can control the difficulty level in the class activity. 3.The teaching materials use Ministry of Education’s phonics and words and the pictures have to connect with students’ experience of life. 4.Teachers have to make a lot of examples for spreading children’s vision, and train them to respect different culture. 5.Visiting home town, let children experience the true life. Finally, this study offers some suggestions that teachers design the homeland teaching curriculum and following research.