Please use this identifier to cite or link to this item:
|Authors: ||鄭雯芳;Cheng, Wen-Fang|
|Issue Date: ||2019-09-03 12:28:55 (UTC+8)|
;Education, one of the basic human rights, is the fundamental development of a country and society, even the cradle of cultivating talented people. Under the demand of social development, 12-Year Basic Education (hereinafter called “12-Year BE”) is the trends of the day. In November 2014, Curriculum Guidelines of 12-Year Basic Education──General Guidelines, which is oriented by the core competencies, was officially issued by the Ministry of Education. According to the General Guidelines, it revises the curriculum guidelines in each educational domain and will be practiced in the 2019 academic year. It can be regarded as a significant educational reform in Taiwan that extended from the Nine-Year Compulsory Education to 12-Year. Furthermore, in languages domain, Mandarin is the foundation of national education, daily communication and common characters, also the basic language of various teaching delivery. It includes three elements, “textual characters”, “literature” and “culture”. People from all walks of life have different expectations for the orientation of Mandarin teaching. Therefore, it has occurred several debates during the revisions and deliberations of the curriculum guidelines. Among the disputation, the first to feel the effects is the learning stage of General Senior High School (as “the fifth learning stage”, hereinafter called “GSHS”). Hence, the overall development should be viewed as an academic research topic.
Consequently, this paper will focus on the meaning and impact through the process of revision of 12-Year BE in Curriculum Guidelines of Mandarin in GSHS (hereinafter called “CGM in GSHS”). It is divided into five chapters; Chapter One is the introduction, Chapter Two to Chapter Four are the theories, and the conclusion in Chapter Five as the end, approximately 90,000 words. Chapter Two to Chapter Four are outlined as follows.
Chapter Two is centralized on the revision of 12-Year BE in CGM in GSHS, looking into the organization and operation of the 12-Year Basic Education Curriculum Research and Development Committee of the National Academy of Educational Research (NAER) on the influence of the revision in CGM in GSHS. Through the comparison with current implemented Partial Amendments of CGM in GSHS (according to the implementation of the academic year, hereinafter called “Curriculum Guidelines in the 2012 Academic Year”), it shows the features in the revision of Curriculum Guidelines of 12-Year Basic Education in National Primary and Secondary Schools and General Senior High School in Language Domain──Mandarin (draft) (according to the estimated implementation of the academic year, hereinafter called “Draft of Curriculum Guidelines in the 2018 Academic Year”) to explore the similarities and differences at the beginning of the revision, from Curriculum Guidelines in the 2012 Academic Year to Draft of Curriculum Guidelines in the 2018 Academic Year, and the meaning and influence of the revision of Curriculum Guidelines of 12-Year BE.
Chapter Three concentrates on the deliberation of 12-Year BE in CGM in GSHS, considering the organization and operation under the Curriculum Review Committee of Schools of Secondary Education, Elementary Education, and Kindergartens under the Ministry of Education (hereinafter called “CRC”) on the influence of CGM in GSHS. By applying two sections, which are from the perspective of social debates and literature. The former is the core of the controversy between the long-lasting awareness of mainland China and Taiwan and the related issue debates of the revision of 12-Year BE, involving practical use, competitiveness, etc. The latter is using the essence of literature to develop the issue between classical Mandarin and vernacular Mandarin under the debate of CGM. Meanwhile, comparing Draft of Curriculum Guidelines in the 2018 Academic Year to Curriculum Guidelines of 12-Year Basic Education in National Primary and Secondary Schools and General Senior High School in Language Domain──Mandarin (according to the estimated implementation of the academic year, hereinafter called “Curriculum Guidelines in the 2019 Academic Year”), it highlights the various social discussions and the similarities and differences between the CRC after the resolution; still, it consists of the signification and influence of the deliberation of Curriculum Guidelines of 12-Year BE.
Chapter Four identifies the development and preparation after the finalization to the implementation of 12-Year BE in CGM in GSHS. Be approved by the officially defined “Curriculum Guidelines of 12-Year Basic Education in National Primary and Secondary Schools and General Senior High School in Language Domain──Mandarin Course Handbook”, it reveals its arrangement and execution along with the discussions of curriculum development, textbook edition and selection, teaching preparation and other aspects.
Overall, this paper mainly discusses on Curriculum Guidelines in the 2012 Academic Year, Draft of Curriculum Guidelines in the 2018 Academic Year, and Curriculum Guidelines in the 2019 Academic Year. On presenting the revision of 12-Year BE in CGM in GSHS, I hope to provide a concrete, meaningful, and integrated dissertation of 12-Year BE in CGM in GSHS in both ideal and practical level only to contribute the least I could do to Mandarin education.
|Appears in Collections:||[中國文學研究所] 博碩士論文|
Files in This Item:
All items in NCUIR are protected by copyright, with all rights reserved.