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A Study on the Feasible Models of General High School Curriculum Classification in Taiwan

By 鄭文瑤

Abstract

[[abstract]]Abstract This study aimed at examining the topic of whether general high school curriculums should be classified according to their contents. By analyzed the current arrangement of high school curriculums via questionnaire survey, this study hoped to clarify whether it is necessary to implement curriculum classification, and also to provide both fundamental and advanced courses for students based on their interests, aptitudes, and abilities, in order to help them plan and explore their future careers. The objectives of this study were: (1) to understand the current status of general high schools’ curriculum classification in Taiwan; (2) to understand the viewpoints of general high school principals, academic affairs directors, administrative personnel, members of the Committee of School Curriculum Development, as well as course teachers concerning the future implementation of the curriculum classification model; and (3) to analyze the priorities in implementing the classification measures of general high school curriculum and other promotional affairs. The conclusions were as follows: (1) for schools already practicing curriculum classification, students’ compulsory curriculums are listed as fundamental curriculum, that is, all students are compelled to take these courses. In addition, provisions of reinforcement and broadening learning courses by schools or teachers, based on students’ learning ability and requirements, have the highest proportion. (2) If curriculum classification is implemented in the future, school personnel will also show greater support for the afore-mentioned learning model, that is, to list students’ compulsory curriculum as fundamental curriculums, as well as having the schools or teachers provide reinforcement/broadening learning courses based on students’ learning ability and requirements. (3) With the implementation measure of curriculum classification, “Students’ learning achievements” is the commonly recognized factor to be given priority consideration. (4) Promotion of the curriculum classification system should correspond to students’ adaptive development, and should also be implemented only after sound and proper planning, measures, and educational promotions have been laid out. Keywords: General high school, curriculum classification, classification model

Topics: 普通高級中學;課程分級;分級模式, General high school;curriculum classification;classification model, [[classification]]53
Year: 2011
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/77100
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