Abstract
The 12-year basic education curriculum guidelines in high school education focus on the cultivation of generic competence, humanity, and social participation. Through implementing an interdisciplinary and integrated curriculum realized these capabilities. At present, interdisciplinary curriculum design has been discussed, but there are still few empirical studies on interdisciplinary curriculum development for high school teachers. This paper thus took Taipei Nanhu High School as a research site and aimed to explore the development and practice of character education, a kind of interdisciplinary curriculum, by the teachers. The results showed that interdisciplinary curriculum development has gone through three stages. Curriculum design has deepened student learning through the “empathy, deliberation, practice, reflection” model and the use of conceptual inquiry tools. Besides, the teacher community has shifted from knowledge-based instruction to learning-based practice. Productive curriculum development and collaboration mode between teachers signified these collective endeavors.
| Translated title of the contribution | The Development and Practice of Interdisciplinary Curriculum: A Case Study on Taipei Municipal Nanhu High School |
|---|---|
| Original language | Chinese (Traditional) |
| Pages (from-to) | 4-22 |
| Number of pages | 19 |
| Journal | 教育研究月刊 |
| Volume | 316 |
| DOIs | |
| Publication status | Published - 2020 Aug |
Keywords
- moral education
- conceptual inquiry
- issue-based curriculum integration
- interdisciplinary curriculum
