The%20Worldview%20Travel%20of%20A%20Hakka%20Primary%20School%20in%20a%20Taiwan%20Mountain%20County-A%20Study%20of%20Cooperative%20Action%20Research%20of%20Curriculum%20Development%20on%20Global%20Education

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The Worldview Travel of A Hakka Primary School in
a Taiwan Mountain County-A Study of Cooperative
Action Research of Curriculum Development on
Global Education
Yen, Pey ru, yenpeyru_at_ms3.ntcu.edu.tw Assistant
Professor of Department of Education Graduate
Institute of Curriculum and Teaching, NTCU.. ,
Taiwan. TEL[phone] Personal Website
http//ws3.ntcu.edu.tw/yenpeyru/ Chang,
Shih-Wang. me0860_at_yahoo.com.tw
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Abstract

• The article mainly explored the connotation of
  curriculum development on global education in a
  Hakka primary school in a Taiwan mountain County.
  
• And then, the author developed the curriculum
  syllabus and lesson plan and infused the global
  education into the Taiwan G1-6 curriculum.
• Further, the writer tried hard to carried up the
  curriculum development and solve the problems of
  global education curriculum.
• Finally, the researcher provided the conclusion
  and suggestions about the curriculum practice in
  a Hakka primary school on global education in
  order to give the new thinking approach of our
  distinguishing curriculum.

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Abstract

• The study used the Cooperative Action Research
  and the research plan adopted the four
  fundamental elements of Grundys(1987) plan,
  action, observation, reflection of the reflection
  of circulating spiral.
• The research method mainly used the qualitative
  research and data analysis, participative
  observations, hemi- structure interview,
  documents analysis and compositions collection
  and analysis.
• In addition, the research fields focused on the
  whole school and based on the units of the class.
  Finally, the author provided the conclusion and
  suggestions of cooperative action research of
  curriculum development of A Hakka Primary school
  in a Taiwan mountain County on global education.
• Keywords cooperative action research, curriculum
  development, global education, Hakka education,
  worldview education

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A Summary of the Research 1. The background

• The early discourses about global education of
  Taiwan was mainly from the ideas that were
  mentioned in social science and the contents of
  the notions focused on the worldview education
  and multicultural from educational sociology
  mostly.
• In fact, some scholars in Taiwan have already
  suggested to infuse the worldview education into
  social science studies, and then there were much
  promotion about the brief conceptions only on
  research papers.
• However, most of the discourses focused on the
  learning of foreign language and computer
  technology.
• In Mainland China, many researcher used the
  notions of globalization to explore the contents
  and relationship about interaction and dynamics
  between nations and capitalism, cosmopolitanism,
  commercial competition.

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A Summary of the Research 1. The background

• The conception of globalization mostly discussed
  with the effect form the expansion of
  internationalization, capitalism,
  cosmopolitanism, commercial competition, and how
  the education changed under the great impact of
  globalization and the essential shifts of the
  grand economical system.
• In addition, many data mentioned the
  international competition and cooperation from
  the aspect ion of economics and adapted many
  educational news and issues.
• In summary, most of them discussed global views
  in economical model and values to explore the
  ideas of global education.

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1.2. The motives

• Therefore, the research planed to explore the
  real curriculum development strategies of global
  education by this one-year cooperative action
  research and illustrated the outlines of global
  education by the class units of the whole
  primary school.
• Moreover, the writer tried to realize the
  difficulties and problems that happened in the
  process of curriculum action research and then,
  to deliberate the solution and solving projects.
• Therefore, the results of the research can
  provide the alternatives for the primary school
  that wants to develop special courses.

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1.2. The motives

• Consequently, the aims of the research was to
  explore that
• 1.how can the global education infused into
  Taiwan G1-9 Curriculum?
• 2.What were the projects and process of the
  curriculum and teaching development?
• 3.How to solve the problems and difficulties
  of the curriculum ? How to improve the global
  citizenship?
• 4.What was the results and conclusions to
  curriculum practice?
• 5. How to promote, share and popularize the
  experience to the other schools? That were all
  the motives of the research.

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1.3. The aims

• In order to improve the Taiwan G1-G9 curriculum
  in global approach, the aims of the research were
  as follows
• (1)to explore the contents of the curriculum
  development of the primary school on global
  education
• (2)to develop the curriculum plans and
  teaching projects infused by global education in
  a primary school.
• (3)to carried out the TaiwanG1-9 curriculum
  and teaching on global education and solved the
  problems.
• (4)to provide the conclusion and suggestion of
  rationale and practice on curriculum development
  and teaching on global education.

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1.3. The aims

• To sum up, the research planed to investigate
  what the reasons and causes that we should paid
  attention to global education, why and how the
  global education infused into the currently
  Taiwan G1-9 curriculum and what the methods and
  strategies were.
• At the same time, the author put global education
  into practice in Taiwan Hakka school.
• The report also mentioned the surprising
  conflicts and curious interaction between the
  Taiwan Hakka culture and the thoughts of global
  education.
• T he researcher hoped to give another thinking
  approach or alternatives about Taiwan curriculum.

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3. Research method and design

• This research firstly investigated the rationale
  , experiments and practice of school curriculum
  development for global education, and tried to
  infuse the global education into curriculum
  practice in order to construct curriculum of a
  Hakka primary schools in Taiwan mountain area and
  tried to give practicable suggestions for primary
  school curriculum development of global
  education.

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3. Research method and design

• The study applied the action research method, and
  collected the data by literature review,
  interviews, classroom teaching observation,
  documents analysis, and video recorded and
  analysis and etc.
• In addition, the author infused the global
  education into the curriculum of almost all of
  the subjects of the primary school from grade
  1-6.
• Moreover, the writer used six objectives and
  aspects to establish the curriculum contents of
  global education, used topic-integration
  method and used the spirits of the
  multidisciplinary educational philosophy, the
  mutual connection of multi- subjects, the global
  views of inter-subjects and the multi-models of
  teaching and learning for global education.

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3.1. The object of the study

• The object of study is a small Hakka primary
  school in Taiwan Mountain. The location of the
  primary school was far from the city center or
  metropolis, and was also situated at the hillside
  of suburban districts.
• There are many small Chinese peoples lived there,
  for example, the Fukien people, Atayal Tribe, and
  Sai-shine Tribe, however, the most population of
  the residents was Hakka people that has its
  special culture and language.
• In the cooperation of curriculum action research,
  the primary and the university research team
  worked together, the teachers of the primary
  school are the researchers, observers, curriculum
  designers and actors (teaching the curriculum)of
  the study.

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4. The validity and ethics of the study

• In order to improve the validity, the researcher
  also invited the other primary school teacher
  that had some teaching and research majors to be
  the faithful study friends who would give
  forthright admonitions and sincere study advices.
  
• The writer used diverse data collection and
  management, including the data analysis,
  participant observation, semi-structured
  interviews, document analysis and collection of
  the students works.
• The writer adapted the the method of
  triangulation to proof the qualitative data.

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4. The validity and ethics of the study

• In addition, all the members in the research
  group are all volunteers and the research leader
  respected all members own choices and asked all
  the school members(principle, directors, teacher
  of the primary school) for opinions and promises
  before the study.
• The study results only used for academic research
  and all the names of research members are
  anonymous(the teachers, school, matters, students
  and etc.)in order to keep the ethics of the
  study.

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6.The conclusions and suggestions of the study

• The process of the study formed the five stages
  of research actions
• (1)the origin of the beginning the chaotic,
  messy and confused situation of the research
  group
• (2)the initial stage of the study different
  persons had different opinions
• (3)the stage after the initial stage much more
  difficulties and waiting for help, especially
  from the aspects of the persons, matters, time,
  place, things ( and money)
• (4)The middle of the study process surprising
  and amazing for the challenges and interaction
  from the Hakka culture and global education
• (5)the end of the study solved the problems and
  overcome the all difficulties.
• (6)after the study a turning point of the action
  research.

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6.1The conclusions are follows

• Firstly, we can used the six objective-aspects to
  construct the contents of global education,
  including the cultivation of the world
  citizenship the ability of solving the global
  issues the awareness of international dependence
  and cooperation realization of the differences
  of muti- culture the ability to improve the
  world peace the capability to keep the balance
  of local and global into win-win situation.
• Secondly, we can use the spirits of the
  multidisciplinary educational philosophy of
  Camak, the Topic Integration of multi-
  subjects, the global views of inter-subjects and
  the multi-models of teaching and learning for
  global education.

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6.2 The suggestions are follows

• 1. The cooperation of the University and the
  primary school were a good model to help a school
  to develop the special curriculum because the
  professional team from the university can give
  the assistant to keep the break from the global
  knowledge and teachers, to help to provide the
  teaching projects and curriculum designs.

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6.2 The suggestions are follows

• 2. The action of the curriculum and teaching on
  global education can give teacher conference and
  encouragement to carry out the new topic/ pattern
  of curriculum development methods, and can
  construct the new cognition of global education.
• 3. The common notions of global education were
  very important form the initial stages of the
  research process, and if all of the members had
  the similar agreement of the definition, it can
  solve most of the problems of curriculum action
  research, and different opinions of members.

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6.2 The suggestions are follows

• 4. Its necessary to have a sharing platform and
  system to share the outcomes and productions of
  the research to all the members and to promote
  the awareness of the importance of the global
  education ideas. In addition, to have a academic
  community to share and support the teachers and
  to change the deep structure of society was
  essential to establish the new thoughts.

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6.2 The suggestions are follows

• 5. We can used the suitable elements of Hakka
  culture to connect to global education Hakka
  people paid much attention on childrens
  education, respected other civilization and can
  learn the best parts of other culture. Therefore,
  we can link the culture beliefs of Hakka and
  global education together.

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Footnote

• 2.the research literature were all abbreviated
  for the limited pages.
• 5. the literature of the results and discussion
  were all abbreviated for the limited pages.
• Ps. Parts of literature of the conclusion and the
  suggestion were abbreviated for the limited
  pages the whole article will publish in the
  pattern of academic article and books in Taiwan.
  Please see more information in Yen, Pey-ru
  personal website http//ws3.ntcu.edu.tw/yenpeyru/

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Appendix Picture 1 of teaching and learning on
global education
??16-6-3 A primary students drafting pictures
of Egypt ?????????2006/1/20-33???????????
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Appendix Picture 2 of teaching and learning on
global education
??16-6-4 A primary students drafting pictures
of Egypt pyramid ?????????2006/1/20-34?????????
??
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Appendix Picture 3 of teaching and learning on
global education
??17-1-3 A primary students introduction of
American Broadway stage play ?????????2006/3/27-
3 ????????????
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Appendix Picture 4 of teaching and learning on
global education
??17-1-4 A primary students introduction of
Japanese Noh(????? ) ?????????2006/3/27-4
????????????
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???? Thank you for your listening

• ????????????????????????
• ???Yen, Pey ru
• yenpeyru_at_ms3.ntcu.edu.tw
• TEL [phone]

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Further information

• The curriculum practice of global education
  curriculum development and curriculum infusing
  of a primary school