从公立学校到IB学校:台湾初中课程改革的经验与挑战

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Asia Pacific Education Review Pub Date : 2023-07-25 DOI:10.1007/s12564-023-09884-8
LiChing Hung, MeiHui Liu
{"title":"从公立学校到IB学校:台湾初中课程改革的经验与挑战","authors":"LiChing Hung,&nbsp;MeiHui Liu","doi":"10.1007/s12564-023-09884-8","DOIUrl":null,"url":null,"abstract":"<div><p>In recent years, the Asia–Pacific region has experienced unprecedented expansion in the adoption of the International Baccalaureate (IB) program. The IB Middle Years Program (MYP) features interdisciplinary curriculum design, concept-based curriculum development, and multiple assessments, which significantly differ from the traditional structures of junior high school curriculum in Taiwan. This study investigates the experiential and challenging aspects of the transformation of a traditional public junior high school in Taiwan into an IB school. The study employs multiple data collection methods, including document analysis, participant observation, and interviews. The study findings are as follows. The agency of bottom-up school transformation stems from the awareness of teachers of the exigency of the school for survival, adherence to the educational philosophy of IB, and the politically correct demand for educational equity. Moreover, the challenges encountered during the transformation process include changing the mindset of teachers about educational philosophy, aligning the IBMYP with the national education system, restructuring the organization, and redistributing tasks with limited faculty. At last, by implementing the IBMYP, teachers can apply innovative pedagogies and actively adapt to the two distinct education systems regarding educational progression, curriculum organization, teaching approaches, and assessment methods. These changes foster continuous professional development and catalyze a transformative momentum for teachers. These findings pose implications for other public schools that are considering the implementation of IBMYP.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"From a public school to an IB school: experiences and challenges for curriculum transformation in a junior high school in Taiwan\",\"authors\":\"LiChing Hung,&nbsp;MeiHui Liu\",\"doi\":\"10.1007/s12564-023-09884-8\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>In recent years, the Asia–Pacific region has experienced unprecedented expansion in the adoption of the International Baccalaureate (IB) program. The IB Middle Years Program (MYP) features interdisciplinary curriculum design, concept-based curriculum development, and multiple assessments, which significantly differ from the traditional structures of junior high school curriculum in Taiwan. This study investigates the experiential and challenging aspects of the transformation of a traditional public junior high school in Taiwan into an IB school. The study employs multiple data collection methods, including document analysis, participant observation, and interviews. The study findings are as follows. The agency of bottom-up school transformation stems from the awareness of teachers of the exigency of the school for survival, adherence to the educational philosophy of IB, and the politically correct demand for educational equity. Moreover, the challenges encountered during the transformation process include changing the mindset of teachers about educational philosophy, aligning the IBMYP with the national education system, restructuring the organization, and redistributing tasks with limited faculty. At last, by implementing the IBMYP, teachers can apply innovative pedagogies and actively adapt to the two distinct education systems regarding educational progression, curriculum organization, teaching approaches, and assessment methods. These changes foster continuous professional development and catalyze a transformative momentum for teachers. These findings pose implications for other public schools that are considering the implementation of IBMYP.</p></div>\",\"PeriodicalId\":47344,\"journal\":{\"name\":\"Asia Pacific Education Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2023-07-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Asia Pacific Education Review\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://link.springer.com/article/10.1007/s12564-023-09884-8\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asia Pacific Education Review","FirstCategoryId":"95","ListUrlMain":"https://link.springer.com/article/10.1007/s12564-023-09884-8","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

近年来,亚太地区采用国际文凭(IB)课程的范围空前扩大。IB 中学课程(MYP)的特点是跨学科课程设计、基于概念的课程开发和多元评估,这与台湾传统的初中课程结构有很大不同。本研究调查了台湾一所传统公立初中转型为 IB 学校的经验和挑战。研究采用了多种数据收集方法,包括文件分析、参与观察和访谈。研究结果如下。学校自下而上转型的动力源于教师对学校生存紧迫性的认识、对国际文凭教育理念的坚持以及对教育公平的政治正确要求。此外,转型过程中遇到的挑战还包括改变教师对教育理念的认识、使国际文凭项目与国家教育体系接轨、调整组织结构、在有限的师资力量下重新分配任务等。最后,通过实施 IBMYP,教师可以应用创新的教学法,并在教育进度、课程组织、教学方法和评估方法方面积极适应两种不同的教育体系。这些变化促进了教师的持续专业发展,催化了教师的转型动力。这些研究结果对其他正在考虑实施 IBMYP 的公立学校具有借鉴意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
From a public school to an IB school: experiences and challenges for curriculum transformation in a junior high school in Taiwan

In recent years, the Asia–Pacific region has experienced unprecedented expansion in the adoption of the International Baccalaureate (IB) program. The IB Middle Years Program (MYP) features interdisciplinary curriculum design, concept-based curriculum development, and multiple assessments, which significantly differ from the traditional structures of junior high school curriculum in Taiwan. This study investigates the experiential and challenging aspects of the transformation of a traditional public junior high school in Taiwan into an IB school. The study employs multiple data collection methods, including document analysis, participant observation, and interviews. The study findings are as follows. The agency of bottom-up school transformation stems from the awareness of teachers of the exigency of the school for survival, adherence to the educational philosophy of IB, and the politically correct demand for educational equity. Moreover, the challenges encountered during the transformation process include changing the mindset of teachers about educational philosophy, aligning the IBMYP with the national education system, restructuring the organization, and redistributing tasks with limited faculty. At last, by implementing the IBMYP, teachers can apply innovative pedagogies and actively adapt to the two distinct education systems regarding educational progression, curriculum organization, teaching approaches, and assessment methods. These changes foster continuous professional development and catalyze a transformative momentum for teachers. These findings pose implications for other public schools that are considering the implementation of IBMYP.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Asia Pacific Education Review
Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
4.30%
发文量
64
期刊介绍: The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).
期刊最新文献
Development of instructional design principles for using ICT in resource-limited learning environments: a case of Bangladesh Teacher’s views on professional learning and development in primary schools in Fiji Effects of the English language intervention as a foreign language for struggling elementary readers in South Korea: a meta-analysis Foreign higher education and corruption: is host country knowledge a blessing or a curse? Empirical evidence from MENA countries The trajectory of teachers’ multicultural transformation: an analysis of teachers’ beliefs about mathematics as a school subject
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1