{"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, 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, 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}
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.
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).