To see the other types of publications on this topic, follow the link: Humanistic curriculum.
Dissertations / Theses on the topic 'Humanistic curriculum'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 35 dissertations / theses for your research on the topic 'Humanistic curriculum.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Chik, Mei-ling. "An evaluation of project assessment in environmental education : the case of environmental studies module in the liberal studies curriculum in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710249.
Full text
2
Leung, Chi-yan. "Curriculum interpretation of advanced supplementary level liberal studies in secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42182475.
Full text
3
Wilson, Fuge Blythe Ariana. "Confluent education: Curriculum developed to create connections for students." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3334.
Full textAbstract:
The purpose of this project is to develop a confluent interdisciplinary unit for use by other teachers. Confluent education focuses on teaching the affective and cognitive domains in a seamless approach in which the education of both domains are part of the objectives in the lessons. Includes lesson plans.
4
Olla, Venus. "An enquiry into citizenship education curriculum and pedagogy : the role of technology and student voice." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13696/.
Full textAbstract:
The research in this thesis explores Citizenship Education pedagogy at secondary school level in Ontario, Canada. Citizenship Education is a complex subject area and its teaching and learning within the classroom is contentious. The literature indicates the value of student voice and technology; however the ways in which these pedagogical tools can be incorporated into the Citizenship Education classroom have not been explored in great detail. This study uses a Practitioner Inquiry approach within an Action Research model to investigate the research question; how can student voice and technology be used in the engagement of students within the subject area of Citizenship Education in the classroom. The methods developed and used to collect the data for the study served a dual purpose of engaging and empowering the participants within the research and were based on the ethical considerations of researching with young people. The thesis uses an adapted interpretive ecological framework for the conceptualization, interpretation, and analysis of the findings from the study. It provides a rich and detailed description of the context, processes, and considerations that are involved in incorporating student voice and technology within the Citizenship Education classroom through the Action Research design. The results show that student voice and technology can be used pedagogically to help young people construct their own meanings of citizenship and a Critical Citizenship Education framework was developed to support adoption of these approaches more widely. Future directions for research into the use of innovative approaches to the teaching and learning of Citizenship Education in the classroom are considered.
5
Chik, Mei-ling, and 戚美玲. "An evaluation of project assessment in environmental education: the case of environmental studies module inthe liberal studies curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957778.
Full text
6
Yu, Ho-wai. "Preparation for the new senior secondary liberal studies curriculum the perception of school practitioners in a direct subsidy scheme school in Hong Kong /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/b40203360.
Full text
7
Hollway, Michael C. "College student humanitarian values a comparison of the impact of two liberal arts core curricula /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054150509.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains viii, 144 p.; also includes graphics. Includes bibliographical references (p. 114-125). Available online via OhioLINK's ETD Center.
8
Leung, Chi-yan, and 梁子茵. "Curriculum interpretation of advanced supplementary level liberal studies in secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42182475.
Full text
9
Pfahlert, Jeanine Ann. "THE SOCIOLOGICAL HITCH." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1150841109.
Full text
10
Johns, Emily M. Busiek. "Investigating factors relevant to a multicultural HIV/AIDS Curriculum for Assemblies of God." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1306.
Full textAbstract:
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2009.The HIV/AIDS crisis in South Africa has reached pandemic levels, with over 1 000 deaths per day. The church in South Africa represents a largely untapped resource for addressing this problem. One of the largest Evangelical church groups in South Africa is the Assemblies of God (AOG/SA). This church group consists of three culturally distinct fraternals: The Group (white), The Association (coloured), and The Movement (black). Although they function under one executive committee, these fraternals have remained organizationally distinct even after the dismantling of apartheid laws in 1991. On the issue of HIV/AIDS, all three fraternals have remained largely quiet and uninvolved. They have made no attempt to strategize on a unified response to the pandemic, nor have they attempted to promote culturally relevant curricula capable of empowering their pastors and theological students to respond effectively to this crisis. The research consisted of two phases, following Rothman and Thomas's Intervention Research model (1994), with special emphasis on the design and development component. The first phase identified and assessed educational, cultural, and religious factors relevant to the development and delivery of a clergy-focused multicultural curriculum intervention addressing the HIV/AIDS pandemic in South Africa. Data-gathering strategy for the first phase consisted of semi-structured interviews with ethnographic notions. The target groups for the first phase of the research included 15 credentialed AOG/SA pastors and the three fraternal leaders. The leaders and fraternal members participated in semistructured interviews designed to establish cultural and religious points of divergence pertaining to topics surrounding the AIDS pandemic (e.g. sickness, death, sexuality and gender roles). The second phase of the research consisted of the development and delivery of a curriculum intervention. Integrating the cultural and religious factors identified in the first phase of the research, the nine-day curriculum intervention was presented to 34 tertiary-level theological students in two culturally distinct venues. The content of the curriculum primarily emphasized aspects of gender, tradition, and culture as they relate to HIV/AIDS and surrounding issues. The intervention utilized three curriculum theories that were deemed relevant to the educational context of South Africa: humanistic curriculum theory, social reconstructionist curriculum theory and dialogue curriculum theory. Data-gathering strategies for the second phase of the research utilized both quantitative and qualitative instruments with ethnographic notions. The quantitative instruments included the Scale of Basic HIV/AIDS Knowledge (SHAK), Personal Reflections of Men with HIV/AIDS (PRM) and Personal Reflections of Women with HIV/AIDS (PRW). Reflective journaling was used to acquire qualitative data from student participants. Scores significantly improved on the SHAK in both venues. Scores on the PRW improved in both venues, significantly so in one. Unexpectedly, scores on the PRM declined at both venues, although not significantly so. Males with HIV/AIDS were viewed more negatively by both genders at the end of the intervention in both venues. Reflective journal entries indicated that students at both venues clearly perceived a need for the church to be involved in the pandemic; many proposed that sex education should be taking place within the context of church youth ministry. Affective responses were markedly positive for those suffering with AIDS, particularly females. The data clearly indicated that the curriculum was effective in two culturally distinct venues.
11
White, Carol. "Sixth form general studies: some aspects of curriculum development in English schools foundation schools withparticular reference to King George Vth School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955514.
Full text
12
Yu, Ho-wai, and 余可維. "Preparation for the new senior secondary liberal studies curriculum: the perception of school practitioners in adirect subsidy scheme school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203360.
Full text
13
Look, Wing-kam, and 陸詠琴. "Using variation theory to study teachers' understanding of the new senior secondary liberal studies curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44390701.
Full text
14
White, Carol. "Sixth form general studies : some aspects of curriculum development in English schools foundation schools with particular reference to King George Vth School /." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12318097.
Full text
15
Pearson, Esther M. "Mathematics Connections to Current Events." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82960.
Full text
16
Vercesi, Maria Elena de Abreu. "O Lyceu Franco-Brasileiro São Paulo." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/10786.
Full textAbstract:
Made available in DSpace on 2016-04-27T16:34:04Z (GMT). No. of bitstreams: 1
Maria Elena de Abreu Vercesi.pdf: 4640500 bytes, checksum: b501a6dfdd09f07100b391ebfa75d617 (MD5)
Previous issue date: 2010-03-23Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This dissertation aims to observe the criation, institutionalization, and setting up processes of the Lyceu Franco-Brasileiro São Paulo, known as Liceu Pasteur, and its position within the private high-school field during the first three decades of the 20th century, when the interests in international relations and national political strugles were established. It has been observed how cultural policy in international relations was structured as an important instrument which aimed the interests of the two involved agents, São Paulo oligarchic elite and France. For the execution of the Lyceu a statute was elaborated, which is considered a priviliged source for its study, since it presents the criation set of ideas and how the execution should be carried on. The Departamento Nacional de Ensino (National Department of Teaching) acts and reports relating to anual exams are also priviliged sources, reporting the choice of subjects, number of students and teachers names, and making possible to compare the statute determinations. The school books imported from France and used during the first years after the Lyceu was set up reveal, from their content analysis, the action of French cultural policy. This research has studied the reason why the Lyceu Franco-Brasileiro São Paulo, during its first decades, presented a crisis of the French school model, which resulted in the small number of student applications
O objetivo principal dessa dissertação é observar o processo de criação, institucionalização e instalação do Lyceu Franco-Brasileiro São Paulo, atual Liceu Pasteur, e sua posição em um espaço de educação secundária particular, nas três primeiras décadas do século XX, no qual interesses de relações internacionais e embates políticos nacionais estavam postos. Observou como a política cultural das relações internacionais se estruturou como instrumento importante, para a consecução dos interesses dos dois agentes envolvidos: a elite oligárquica paulista e a França. Para a implantação do Lyceu foi elaborado um estatuto, que é considerado fonte privilegiada para seu estudo, pois expõe o ideário de criação e como deveria ser a sua implantação. As atas e relatórios do Departamento Nacional do Ensino, relativos aos exames anuais, também se colocam como fontes privilegiadas que relatam escolha de disciplinas, quantidades de alunos e nomes de professores, possibilitando uma comparação com as determinações do estatuto. Os livros didáticos importados da França para os primeiros anos de funcionamento revelam, na análise de seu conteúdo, a ação da política cultural francesa. A pesquisa estudou o motivo de o Lyceu Franco-Brasileiro São Paulo em sua primeira década de funcionamento ter apresentado uma crise de modelo de escola francesa, que resultou na pouca quantidade de alunos matriculados
17
Berger, Gilles. "La Ticéitude, enseignement interactif en ligne du FLE : approche didactique et méthodologique curriculaire en contexte innovant." Thesis, Besançon, 2015. http://www.theses.fr/2015BESA1019/document.
Full textAbstract:
Cette thèse se propose de démontrer combien un apprentissage hybride en «Ticéitude» (notion que nous avons inventée) peut être source de progrès, de motivation et d’autonomie et aussi de développer l’autotélisme des professeurs et des apprenants, c’est-à-dire une notion de bien être quand on apprend ou quand on enseigne.L’éducation est en train de prendre un tournent de son histoire grâce au numérique. On voit apparaître de nouvelles approches innovantes un peu partout dans le monde. Le défi est de pouvoir améliorer la qualité des apprentissages. Dans l’enseignement des langues et du FLE en particulier, le défi est de taille car il s’agit à la fois de suivre les curriculum en place et d’inventer de nouvelles approches sans choquer les uns ou effrayer les autres. Le modèle que nous avons mis en place et que nous appelons «Ticéitude» s’inscrit dans le nouveau paradigme de l’apprenance et d’un enseignement des langues humaniste. La «Ticéitude» permet de tisser des liens dans le cadre d’un environnement pédagogique riche et diversifié. Il s’agit d’un modèle socio-constructiviste humaniste qui favorise l’apprentissage collectif ou collaboratif; ainsi renforçant la motivation et l’autonomie des apprenants dans un contexte australien, suivant ainsi les différents curriculum de ce pays. L’approche hybride s’est vite imposée à nous comme un modèle à la fois contemporain mais aussi futuriste car elle permet un apprentissage renforcé, voire accéléré. Nous visons dans une société cognitive du réseautage où on peut apprendre ce qu’on veut, quand on le veut individuellement ou avec les autres. La notion de professeur est en train de changer car nous devenons de plus en plus des «coach» ou des «facilitateurs pédagogiques». Le dispositif que nous avons mis en place permet l’apprentissage quand on a envie de le faire, mais avec le guidage du professeur. Le professeur devient alors un allié! Il guide, il propose, mais aussi il participe avec les apprenants sur le réseau social mis en place au sein du dispositif que nous avons mis en place. Finalement, la «Ticéitude» implique l’utilisation des TICE mais de manière humaniste afin que les outils numériques puissent prendre toute leur valeur dans un environnement durable propice à l’apprentissage du FLE en Australie mais aussi dans le monde entierThis thesis aims to demonstrate the effective implementation of a hybrid approach for learning French as a second language with the application of “Ticéitude”, a practical new concept for language learning in the 21st Century. This concept is a process of self-progression that targets the development of autonomy in the learner and for self-motivation, while also developing an autotelic personality, which means a certain “well-being” in the process of learning and teaching. Education is evolving due to today’s fast progress in digital technologies and is changing the course of history. Also because of this fast paced progress, we are currently witnessing new innovative approaches almost everywhere around the world. These challenges imply the importance of improving the quality of learning materials that is made available to the general populace. Our model, which is called Ticéitude, is aimed towards a humanistic approach of learning in the paradigm of “apprenance”. The notion of Ticéitude is to create links in a rich and diversified network. It is based on a socio-constructivist model, which encourages collaborative learning; thus reinforcing the motivation and autonomy of learners. In this instance, the model is based on the Australian context following the different curriculum in the various states and territory of this country. A hybrid approach has been put in place to create accelerated learning, based on the process of self-progression that targets the development of autonomy in the learner and for self-motivation, while also encouraging the development of an autotelic personality. In today’s world, we live in a cognitive society of networking when one can learn whenever or wherever he/she wants. The notion of “teacher” is changing as we focus more about coaching than teaching. The platform, which we created, allows individual learning with the guidance of the coach (teacher); thus teachers becoming more like peers. Teachers provide guidance to the students, suggest new approaches and at the same time participate to the network of a “group focused social learning”. Ticéitude implies the utilisation of new technologies but with a humanistic approach; so those tools are used effectively in a sustainable environment aimed to develop French learning not only in Australia but also around the world
18
Cuellar, Laupa Sara Milagros. "Programación curricular de aula desde el modelo curricular sociocognitivo humanista en una institución educativa de Abancay." Master's thesis, Pontificia Universidad Católica del Perú, 2015. http://tesis.pucp.edu.pe/repositorio/handle/123456789/6735.
Full textAbstract:
La programación curricular de aula es un instrumento de gestión de aprendizajes
que corresponde al tercer nivel de concreción curricular, es elaborado por el
docente y debe estar delimitada a la luz de un modelo curricular, ya que este
orienta con sus concepciones a un propósito determinado que debe traducirse de
modo coherente en cada uno de los elementos que conforma la programación de
aula, como son los objetivos, los contenidos, las estrategias y la evaluación.
Entendido de esa forma, la pregunta que conduce la presente investigación es:
¿De qué manera la programación curricular de aula del nivel secundario en el
área de Comunicación de Segundo Grado de la Institución Educativa “Santa
Rosa”, plasma el Modelo Curricular Sociocognitivo Humanista? Para responder a
ella se plantea el objetivo general de analizar la presencia del Modelo Curricular
Sociocognitivo Humanista en la Programación Curricular de aula del Nivel
Secundario en el Área de Comunicación de Segundo Grado de una Institución
Educativa de Abancay.
La primera parte de la investigación, desarrolla un marco referencial en dos
capítulos y presenta un sustento teórico del Modelo Curricular Sociocognitivo
Humanista y de la programación curricular de aula. Así también, y a modo de
contextualizar, se presenta referencias de la Región y de la Institución Educativa.
En la segunda parte del informe, se ofrece un primer capítulo, que describe el
diseño metodológico de la investigación, enmarcado en el enfoque cualitativo de
nivel descriptivo, el método de estudio documental y la aplicación de la técnica de
análisis documental. El segundo capítulo está referido al análisis e interpretación
de resultados concluyendo que hay dificultades en el diseño de la programación
curricular de aula, ya que en sus niveles de programación como la anual, la
unidad y sesión de aprendizaje no se evidencian de manera categórica el
carácter del Modelo Curricular Sociocognitivo Humanista.Tesis
19
SULEIMAN, SHEHADEH. "Pour un curriculum humaniste de langues etrangeres. Propositions pour la conception d'un curriculum du francais langue etrangere destine aux ecoles jordaniennes." Paris 3, 1998. http://www.theses.fr/1998PA030089.
Full textAbstract:
Le premier chapitre de cette these porte sur les fondements, les principes et les perspectives actuelles de l'education humaniste constituant la base de notre curriculum du francais, langue etrangere, qui courronne notre these. Le deuxieme chapitre est consacre au curriculum en general ou il est question des origines, de l'historique, des ecoles - tendances, de la conception et des perspectives d'avenir du curriculum. Le troisieme chapitre traite des curricula et syllabi des langues etrangeres. Y sont abordes : la specifite du langage, la langue et le curriculum scolaire, les ideologies en matiere du curriculum des langues etrangeres, les divers courants educatifs dans la conceptions des curricula des langues etrangeres. Dans la derniere partie du chapitre, il est question des differentes approches techniques des curricula et syllabi des langues etrangere qui doivent de notre point de vue coverger vers une approche equilibree ou eclectique. Quant au quatrieme chapitre il est question dans la premiere partie du contexte jordanien en ce qui concerne la philosophie de l'education, le fonctionnement du systeme educatif et l'enseignement des langues etrangeres. En jordanie. La deuxieme partie du chapitre est consacree a la conception d'un curriculum du francais langue etrangere destine aux ecoles jordaniennes. Ainsi y figurent les fondement theoriques du curriculum, sa finalite, ses objectifs globaux, ses objectifs generaux, les competences generales requises, le contenu. L'organisation du materiau, la methodologie generale, la progression, l'evaluation, l'experimentation et l'implantation du curriculum. Il s'agit d'un curriculum humaniste a base de contenu transdisciplinaire, global et universel. Dans cette perspective, le curriculum de langue devient un medieum pour l'acquisition des connaissances toutes nouvelles. Des connaissances extraordinaires, interessantes, utiles, amusantes, surprenantes voir fascinantes qu'elles soient scientifiques, litteraires, culturellesThe first chapter of this thesis deals with the fundamentals, the principles and the actual perspectives of the humanistic education which constitute the bases of our curriculum of french as a foreign language that will crown the thesis. The second chapter treats the curriculum in general and deals with its bases, history, schools, tendencies, conceptions and future perspectives. The third chapter is devoted to the curricula and syllabus of foreign languages and includes the following aspects : specificity of language, language and the curriculum, ideologies of foreign languages curriculum, the educative currents in foreign languages curriculum, tendencies and contexts of foriegn language programmes and types of schools of syllabus for foreign languages. The last part of this chapter deals with different approaches of foriegn languages curriculum that should lead from our point of view to an eclectic approach. The fourth chapter deals with the jordanian context of education. The first part deals with the fundamentals of the educative system and foriegn language teaching in jordan. The second part of the chapter deals with designing a curriculum for the french language as a foreign language in the jordanian schools. It treats the theoretical bases of the curriculum, it's strategical objective, global objectives, general objectives, general competencies required, the content, the organization of the material, general methodology, the progression, the evaluation, the trial and the implementation of the curriculum. It is a humanistic based curriculum. Its content is transdisciplinary, global and universal. In this perspective the language curriculum becomes a medieum of learning of new extralinguistic knowledge which should be extraordinary in nature, interesting, usefull, amusing, astonishing and even fascinating. It can be either a cultural, a historical, a scientific, aliterary, an economical or a personnal knowledge ect
20
Cardozo, Elizabeth Esperidião. ""Repensando a formação do enfermeiro: o processo de conscientização crítica e práticas docentes à luz do referencial ético-humanista"." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/22/22131/tde-31052006-103657/.
Full textAbstract:
Diante da reforma curricular, que está ocorrendo em todo o Brasil, na maioria dos cursos de graduação, assistimos o movimento das instituições de ensino superior em se posicionar buscando eixos e estratégias que direcionem a prática pedagógica ao atendimento das atuais demandas na capacitação de pessoas e do campo da assistência em saúde, a fim de transpor dificuldades na formação profissional, formulando projetos políticos-pedagógicos transformadores. Considerando que as Diretrizes Curriculares para o Curso de Graduação em Enfermagem mantêm, na sua essência, princípios ético-humanistas, elaboramos este estudo, de natureza descritiva exploratória, realizado junto ao corpo docente da Faculdade de Enfermagem da Universidade Federal de Goiás (FEN/UFG), com o objetivo de desenvolver um processo de construção de tomada de consciência em relação ao referencial éticohumanista, partindo inicialmente da compreensão acerca dele, para posteriormente, identificar as práticas docentes necessárias à implementação do projeto políticopedagógico que estava sendo elaborado. Para tanto, utilizamos a metodologia da pesquisa-ação, a qual prevê uma interação entre o pesquisador e os participantes do estudo, que conjuntamente e durante o transcorrer da pesquisa, vão refletindo sobre a problemática em questão, procurando encontrar ações possíveis de serem empreendidas na resolução das dificuldades encontradas ou estratégias a fim de que seja possível a transformação desejada. Os dados foram obtidos por meio de encontros grupais, observação participante, além do uso da sucata como recurso auxiliar da comunicação, que se complementaram trazendo elementos importantes para a análise. O resultado deste trabalho foi desenhado a partir da descrição do processo de conscientização do grupo durante o aprendizado de apreender e viver a ética humanista. Se, inicialmente, os docentes não tinham muita clareza sobre o significado do referencial em estudo e suas implicações para a prática pedagógica, no decorrer da pesquisa foi possível a elucidação de algumas concepções da abordagem humanista e, o mais importante a disponibilidade de grande parte dos docentes em discutir questões relacionadas ao ensino humanizado foi a tônica desse processo desenvolvido pelo grupo. Esse resultado sinaliza um particular momento de mudanças que a unidade acadêmica experimentou, na medida em que as discussões relativas à reforma curricular da FEN/UFG não estavam apenas enfocando os elementos estruturais do currículo, como carga horária e disposição de disciplinas. Ao contrário, vimos um movimento de conscientização coletiva compreendendo que as ações pedagógicas precisam se amparar nos conhecimentos de saber aprender, saber fazer, saber ser e saber conviver, onde os aspectos da interação humana são fundamentais. Ao final, trazemos algumas sugestões de encaminhamento visando extrapolar o discurso teórico do currículo, voltando-nos, especialmente, para a instrumentação dos professores com vistas a subsidiar suas ações no referencial ético-humanista.In the presence of curricular reform, which is occurring in all over Brazil, in the most of graduation courses, we watch the university education institutions movement trying to take a firm stand looking for axis and strategics which lead the pedagogic practice to attend the current contests in the process of people capacity and in health attendance area, in order to hurdle the professional formation difficulties, formulating transforming political pedagogics projects. Considering that the curricular purposes to the Nursing Graduation course maintain, in its essence, ethical humanist principles, we elaborate this study, of descriptive- exploratory nature, accomplished adjacent to the teaching body of the Nursing Faculty of Federal University of Goiás (FEN/UFG), with the aim of developing a construction the process of conscientization with the regard to the ethicalhumanist referential, starting with the comprehension about it, to lately identify the necessary teaching practices to the implementation of political- pedagogic project that was being elaborated. For that, we utilized the methodology of action- research, that which foresee an interaction between he researcher and the study participants, which adjoined during the researchs elapse, go on reflecting about this problematic at issue, trying to find possible actions of being undertaken in the resolution of the found difficulties or strategic, in order to be possible transformation desired. The data were obtained by group meetings, participant observation, besides the use of scrap iron as an aid in the communications that complemented themselves bringing important elements to analysis. The result of this study was made from the description of the groups the process of conscientization during the apprenticeship of learning to live the humanist ethics. If in the beginning, the professors didnt have much clearness about the significate of the referential in the study and its implications to the pedagogic practice, in the elapse of the research the elucidation of some conceptions about the humanist approaching was possible and, the most important the availability of the greater part of professors in arguing issues related to the humanized teaching was the focus of this process developed by the group. This result signals a particular moment of changes that the academical unit tried, since the discussions related to the curricular reform of FEN/UFG were not only focalizing the structural elements of the curriculum, as working hours and subject disposal. In another way, we have seen a movement of collective the process of conscientization comprehending that the pedagogic actions need to support themselves in the knowing- learning, knowing- doing, knowingbeing, knowing to live together knowledges, where the human interaction aspects are fundamental. At the end, we bring some suggestions of the direction aiming to go beyond/further the curriculum theoretician discourse, bringing us back, specially, to the instrumentation of the professor with the purpose to give subsidy to their action in the ethical- humanist references.
21
Contreras, Núñez Alex. "Percepción de los profesores humanistas de enseñanza media respecto a los planes y programas curriculares en un contexto de ajuste curricular." Tesis, Universidad de Chile, 2012. http://repositorio.uchile.cl/handle/2250/132834.
Full textAbstract:
Magíster en Educación con mención en currículo y comunidad educativaLa presente investigación se enmarca en el actual proceso que está viviendo el sistema educacional chileno, bajo una serie de cambios de orden estructural conocidos como Ajustes Curriculares. Bajo este marco, la figura del profesor cobra vital importancia, por ser ellos/as, quienes definen en la práctica pedagógica, los destinos de las políticas educacionales propuestas desde un nivel macro, siendo éstas filtradas y adaptadas por los requerimientos que el/la docente considera pertinente realizar. Por esta razón, este estudio se centra en las percepciones de profesores humanistas de tres colegios, sobre sus pareceres en torno a lo que han construido en el proceso de implementación de los ajustes curriculares en sus respectivos programas de estudio, y el impacto que esto les ha generado. Para lo anterior, la estructura de está investigación, presenta en su primer capítulo, el planteamiento del problema, en el cual se define la importancia del tema expuesto, junto con los objetivos propuestos y el contexto en el que se encuentra el proceso de implementación del ajuste curricular, adoptando como criterios técnicos, el modelo curricular de A Glatthorn (2006). En el capítulo II se plantean los antecedentes empíricos que corresponden principalmente a la manera en que se ha procedido con el ajuste curricular, y el teórico, en el cual se desarrollan los diversos enfoques que sustentan y definen los lineamientos conceptuales para este estudio. En su capítulo III, el diseño metodológico bajo el paradigma cualitativo, se hace presente, bajo el diseño de estudio caso, con sus técnicas correspondientes y mecanismos de credibilidad que solventan la información aquí expuesta. En el IV capítulo correspondiente al análisis de datos, se da cuenta de las tres categorías que se construyeron a partir de los discursos de los/as participantes, referidas a la construcción del currículo desde la práctica; la percepción de los/as docentes en torno a su participación en la elaboración de este ajuste curricular, y la implementación del mismo. Por último en el capítulo V se presentan las conclusiones en las que se resaltan los elementos más significativos que los profesores/as expresaron y que fueron constantes en los tres colegios
22
Buss, Ricardo Niehues. "A formação humanista no curso de graduação em administração em relação aos demais cursos da Universidade Federal de Santa Catarina." Florianópolis, SC, 2006. http://repositorio.ufsc.br/xmlui/handle/123456789/88569.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Sócio-Econômico. Programa de Pós-Graduação em Administração.Made available in DSpace on 2012-10-22T10:45:18Z (GMT). No. of bitstreams: 1 230724.pdf: 936800 bytes, checksum: 01880c653dceb129bee97a85ec0f4efa (MD5)
A finalidade deste estudo foi descrever, comparar e analisar o Curso de Graduação em Administração em relação aos demais cursos de graduação da Universidade Federal de Santa Catarina quanto à formação humanista oferecida aos seus estudantes. A pesquisa se caracterizou, basicamente, como exploratória e descritiva. Inicialmente, analisou os currículos arquivados na Pró-Reitoria de Ensino e Graduação e os currículos disponíveis no site eletrônico da UFSC. O primeiro currículo disponível (ano de 1974) foi comparado com o currículo do ano de 2004 (ano em que se iniciou a pesquisa) visando se ter uma idéia da evolução dos currículos no que diz respeito às disciplinas humanistas oferecidas nos cursos de graduação. Também se analisou o comportamento dos estudantes em relação às disciplinas optativas e extracurriculares através dos cincos melhores índices de Aproveitamentos Acumulados (IAA), disponíveis no Departamento de Administração Escolar (DAE). Por último, realizou-se uma pesquisa qualitativa, através de entrevista com os coordenadores dos cursos de graduação, a fim de conhecer a opinião dos mesmos quanto à formação humanista nos seus respectivos cursos. Da análise realizada conclui-se que o ensino humanista diminuiu de forma expressiva no Curso de Administração, bem como nos demais cursos de graduação da UFSC.
23
LIMA, Juliana de Oliveira Roque e. "O referencial ético-humanista nos cursos de graduação em enfermagem de Goiânia-GO." Universidade Federal de Goiás, 2009. http://repositorio.bc.ufg.br/tede/handle/tde/751.
Full textAbstract:
Made available in DSpace on 2014-07-29T15:04:43Z (GMT). No. of bitstreams: 1
Juliana de Oliveira Roque e Lima.pdf: 569591 bytes, checksum: 3707579feaac98ea7ea9e77d6adfe220 (MD5)
Previous issue date: 2009-02-17The National Curriculum Guidelines for Undergraduate Courses in Nursing (DCN / ENF) say that the Higher Education Institutions (HEIs) to ensure the students a training that values the ethical and humanistic dimensions, so that he develops attitudes and values oriented to citizenship and solidarity. This study aimed to examine the implementation of the ethical and humanistic reference inserted in the DCN / ENF in the HEI n Nursing in Goiânia, identify and describe the integration of ethical and humanistic reference in the training of nurses in the Pedagogic Curricular Projects PCP of undergraduate nursing courses in Goiânia, check with the teachers of these courses, as they incorporate into their teaching practices, the implementation process of the DCN / ENF regarding ethical and humanistic reference, consider the advantages and difficulties encountered in the implementation of the DCN / ENF, for reference to the ethical and humanist. This descriptive and exploratory study of qualitative approach, was developed in five HEIs in Goiânia that have Undergraduate Courses in Nursing. The data were collected through desk research of the PCP, individual interview with the coordinators of the courses and some teachers of each institution. The data that emerged from the analysis of the PCP and the interviews were submitted to analysis given the guidelines of Bogdan and Biklen (1994). The careful reading of PCP also identified the following categories of coding: ethical, humanist, solidarity, interpersonal relationship, valorization and integrality. These were grouped in two categories: "The training of professional ethical-humanist" and "The focus of the entire context of the Pedagogic Curricular Projects," whose analysis identify relevant issues on ethical and human reference in the PCP in the institutions studied, how: the concern to train their students in accordance with this approach and the importance given by the HEIin the care of their students fully and train them so that they see their clients in full. The coordinates reported the construction process of the PCP and the facilities and difficulties to build and implement the same. However, the construction process did not happen the same way in all HEIs. Different teaching practices for the implementation of ethical and humanistic reference were informed by teachers, and facilities and the difficulties were related to students, the teachers themselves and the institution. Thus, the path is still long way to changes that are necessary, based on the views of those involved in the process. We suggest further studies in this area, in order to stimulate ideas and proposals for the realization of the ethical and humanistic reference in the training of nurses.
As Diretrizes Curriculares Nacionais para os Cursos de Graduação em Enfermagem (DCN/ENF) afirmam que as Instituições de Ensino Superior (IES) deverão assegurar ao aluno uma formação que valorize as dimensões éticas e humanistas, para que ele desenvolva atitudes e valores orientados para a cidadania e solidariedade. Este estudo teve como objetivos: analisar o processo de implementação do referencial ético-humanista inserido nas DCN/ENF nas IES de Enfermagem de Goiânia; identificar e descrever a inserção do referencial ético-humanista na formação do enfermeiro nos Projetos Pedagógicos dos Cursos (PPC) de Graduação em Enfermagem de Goiânia; verificar, junto aos docentes dos referidos cursos, como estes incorporam, nas suas práticas pedagógicas, o processo de implementação das DCN/ENF em relação ao referencial ético-humanista; analisar as dificuldades e facilidades encontradas na implementação das DCN/ENF, em relação ao referencial ético-humanista. Este estudo descritivo e exploratório, de abordagem qualitativa, foi desenvolvido em cinco IES de Goiânia que possuem Curso de Graduação em Enfermagem. Os dados foram coletados por meio da pesquisa documental dos PPC, entrevista individual com os coordenadores dos cursos e com alguns docentes de cada instituição. Os dados que emergiram da análise dos PPC e das entrevistas foram submetidos à análise, atendendo as orientações de Bogdan e Biklen (1994). A leitura atenta dos PPC possibilitou identificar as seguintes categorias de codificação: ético, humanista, solidariedade, relação interpessoal, valorização e integralidade. Essas foram agrupadas e formaram duas categorias: A formação do profissional ético-humanista e O enfoque da integralidade no contexto dos Projetos Pedagógicos dos Cursos , cuja análise permitiu identificar aspectos relevantes sobre o referencial ético-humanista nos PPC das instituições estudadas, como: a preocupação em formar seus alunos de acordo com essa abordagem e a importância dada pelas IES em cuidar dos seus alunos de forma integral e formá-los para que eles também vejam seus clientes integralmente. As coordenadoras nos relataram o processo de construção dos PPC e as facilidades e dificuldades encontradas para construir e implementar o mesmo. Porém, o processo de construção não aconteceu da mesma maneira em todas as IES. Diferentes práticas pedagógicas para a implementação do referencial ético-humanista foram informadas pelas docentes, e as dificuldades e facilidades foram relacionadas aos alunos, aos próprios professores e à instituição. Assim, o caminho ainda é longo rumo às mudanças que se fazem necessárias, fundamentadas nas opiniões dos envolvidos no processo. Sugerimos outros estudos nessa área, a fim de suscitar reflexões e propostas para a efetivação do referencial ético-humanista na formação do enfermeiro.
24
Pinto, Daniella Basso Batista. "Ensino jurídico em São Paulo: desafios da formação - (a experiência da PUC- SP)." Pontifícia Universidade Católica de São Paulo, 2013. http://tede2.pucsp.br/handle/handle/2379.
Full textAbstract:
Made available in DSpace on 2016-04-25T20:20:55Z (GMT). No. of bitstreams: 1
Daniella Basso Batista Pinto.pdf: 17602102 bytes, checksum: 42f10f823badad0c6afe998989408b71 (MD5)
Previous issue date: 2013-01-30Conselho Nacional de Desenvolvimento Científico e Tecnológico
This research aims to investigate how the formation of future professional law at the University for entry into the labor market, the professionalization process, the role of teachers teaching in the classroom. Therefore, we sought to examine how learning is accomplished legal practitioners, the trajectory of Legal Education in Brazil, which contents are being worked on curriculum subjects and whether they provide knowledge of humanistic slant to the development of meaningful learning, so that students, in their profession, act in society that has undergone significant transformations and changes with regard to social, economic, political, cultural and technological. It was intended to finally prove the importance of integration of the areas of academic knowledge, interdisciplinarity, since it does require a learning focused on social reality in which they live future jurists in order to gain an understanding not only dogmatic and technicist, but an understanding of historical, sociological, psychological, anthropological and philosophical, humanistic training - critical education, liberating education, innovative curriculum, individual, university culture, cultural diversity, pillars of education, interdisciplinarity. In this sense, the research problem was to determine: "How is the Humanistic Education in undergraduate courses in law that arise and identify with innovative curricula in contemporary society?". Regarding methodology, we conducted a literature search based on books and journals with regard to the themes of the research. Moreover, there was also a documentary research and a case study with a qualitative approach and a descriptive and analytical, and, as a methodological procedure, interviews with teachers, lawyers, Pontifical Catholic University of São Paulo - PUC -SP in order to discuss about the tradition, the history and prospects of law school for the Brazilian Legal Education in order to verify the proposed innovative in their curriculum
A presente pesquisa tem como objetivo investigar como se dá a formação do futuro profissional do Direito na Universidade para o ingresso no mercado de trabalho, o processo de profissionalização, a atuação pedagógica dos professores em sala de aula. Para tanto, pretendeu-se verificar como é realizada a aprendizagem das profissões jurídicas, a trajetória do Ensino Jurídico no Brasil, quais conteúdos estão sendo trabalhados nas disciplinas do currículo e se os mesmos proporcionam conhecimentos de cunho humanístico para o desenvolvimento de uma aprendizagem significativa, fazendo com que os alunos, em sua profissão, atuem na sociedade que tem passado por relevantes transformações e mudanças no que diz respeito aos aspectos sociais, econômicos, políticos, culturais e tecnológicos. Pretendeu-se, enfim, comprovar a importância da integração das áreas do conhecimento acadêmico, da interdisciplinaridade, uma vez que se faz necessária uma aprendizagem voltada à realidade social em que estão inseridos os futuros juristas, a fim de adquirirem uma compreensão não somente dogmática e tecnicista, mas uma compreensão histórica, sociológica, psicológica, antropológica e filosófica, de formação humanística educação crítica, educação libertadora, currículo inovador, pessoa humana, cultura universitária, diversidade cultural, pilares da educação, interdisciplinaridade. Nesse sentido, o problema da pesquisa foi o de verificar: Como se dá a Formação Humanística nos cursos de graduação em Direito que se apresentam e se identificam com currículos inovadores na sociedade contemporânea? . Quanto à metodologia, foi realizada uma pesquisa bibliográfica com base em livros e periódicos científicos no que diz respeito às categorias temáticas da pesquisa. Além disso, realizou-se, também, a pesquisa documental e um estudo de caso, de abordagem qualitativa e de cunho descritivo e analítico, tendo, como procedimento metodológico, as entrevistas com os professores-juristas da Pontifícia Universidade Católica de São Paulo PUC-SP, a fim de discutir acerca da tradição, da história e das perspectivas da faculdade de Direito para o Ensino Jurídico Brasileiro, a fim de verificar as propostas inovadoras em seu currículo
25
Su, Ting, and 蘇亭. "A Study on Essential Ideas, Principles and Strategies of Academic Curriculum Design in Community Collelge-From Philosophy of Humanistic Adult Education." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/25876109537350290706.
Full textAbstract:
碩士國立暨南國際大學
成人與繼續教育研究所
98
The purpose of this study is to find the essential ideas, principles and strategies of academic curriculum design in community college, with the adult education thought of humanism. In order to reach the goal, the researcher investigates the class of ancient jade appreciation in community college and discusses three directions in the following:1.Analyzing the idle principles of adult education design.2.Drafting the satisfied curriculum for adult education through the characters of courses and the objects of community college.3.Exploring the teachers’ essential ideas, principles and strategies of academic curriculum design in community college.4.According to the result, the study provided the reference for the essential ideas, principles and strategies of academic curriculum design in community college, for promoting the correlated curriculum. Through the data analyzed and categorized, we find out that the teachers’ practical applied in community college, as following: First idea: Hope to let students understand the meaning of ancient jade. The extended ideas are listed below: Providing a systematic procedure for curricula plan and let scheme connect to the life issues. Arranging the various contents of curricula and supplying plentiful academic knowledge for students. Second idea: Trying to establish relationship balance between the teachers and the students, allowing students to touch ancient culture and crafts. The extended ideas are in the following: The program is a bridge to let the teachers and the students have better interaction and participation between each other. Furthermore, it allows students sharing experience, discussing issues, asking questions during the class. Third idea: Understanding the students study situation and adjust the curriculum timely for each class. The extended ideas are listed below: Trying to let teachers are aware of the learners study situation during the class or outside teaching, such as visiting museums. Fourth idea: It reinforces students’ learning impression and deepens their memory. The extended ideas are as follows: Connecting the memory and learning experience that students have studied already. Fifth idea: Facing life and ourselves sincerely, interviewers hope to let students enjoy evolving as they learning. The extended ideas are listed below: The teachers’ attitude and character charm are important factors of students’ learning situation. To conclude based on the finding and conclusions that would provide future researchers concrete suggestions, research content, and offer lecturers in community college practical recommendation.
26
Mouton, Chautnette. "A descriptive inquiry into the educational focus of a nursing college." Diss., 1997. http://hdl.handle.net/10500/17525.
Full textAbstract:
Text in EnglishThe question the researcher set out to answer during this research study was: "What is the Educational Focus of a Nursing College, when viewed within Bevis and Watson's Humanistic·Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" To answer this question, an exploratory, descriptive and contextual study was undertaken. The population consisted of tutors employed at a College of Nursing. From this population a purposive sample was drawn. Data was collected by means of formal, semi-structured interviews and a questionnaire. Content analysis was used to analyse the data. It was found that during the first year of students' education and training, the Educational Focus of the College was on training but during the second year, the focus changed to the transitional phase. The transitional phase is situated between training and education. During the third and fourth year, the focus was also in transition, but the way students learn was at the training phase.
Health Studies
M.A. (Advanced Nursing Sciences)
27
Mouton, Chautnette. "The development of a measuring instrument to determine the educational focus of students at a nursing college." Thesis, 2007. http://hdl.handle.net/10500/1699.
Full textAbstract:
The question the researcher set out to answer was "What is the educational focus of a nursing college when viewed within Bevis and Watson's Humanistic-Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" The purpose of this study was to develop and test an instrument based on the Bevis and Watson Humanistic-Educative-Caring Model; an educational paradigm shift from the Tylerian rationale in nursing education.
A questionnaire comprising 181 Two-Choice Comparative-Value-Statement Items was developed and tested. A non-experimental research design was implemented. During the developmental phase, a non-probability, purposive sample was used; the questionnaire (instrument) was developed; data were analysed by applying content analysis and the questionnaire was refined. During the testing phase a stratified, random sample was used consisting of first to fourth year students from two nursing colleges from the Gauteng Province; the items were tested against biographic data and hypotheses resulting from the Bevis and Watson model. Six conceptual continuums comprise the Bevis and Watson model namely, the Learner Maturity Continuum, the Teacher-student relationship, the Teacher-student structure, the Typology of Learning, Criteria for Teacher-Student Interactions and Criteria for Selecting and Devising Learning Experiences. Both descriptive and inferential statistics were utilised.
The results indicated that the educational focus of the respondents with regard to the Bevis and Watson model was predominantly humanistic. The exception occurred with regard to TUTOR: Teacher-student structure; pertaining to hypothesis 7 on language; and hypothesis 9 on gender, where a behaviouristic orientation appears to prevail. Significant differences were found between the model variables (conceptual continuums) and year group, language, college A and B, and gender. In hypothesis 5, although a humanistic orientation predominated, the 4th year students tended to display an increasing behaviouristic orientation. In hypothesis 8, although a humanistic orientation predominated, college A appeared less humanistic than college B.
Recommendations were made regarding nursing education and further research studies to refine the instrument. The implementation of the Bevis and Watson model calls for a curriculum paradigm shift in nursing education.Health Studies
D.Litt. et Phil.
28
Chen, Wen-Chih, and 陳玟池. "Action Research of Gender Education Integrated into Art and Humanist Learning Area Curriculum." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/36236982928045240434.
Full textAbstract:
碩士國立高雄師範大學
性別教育研究所在職進修專班
93
Abstract The research integrates the issue of gender into the teaching of Performance Art, which contains action research of 27 classes divided into 3 stages. The research attempts to explore the value of gender education integrated into Performance Art, teaching strategies, as well as the changes of thinking and attitude about gender consciousness throughout students’ leaning experiences. Through prior field observations, the researcher found that the stereotype of traditional female characters prevails among elementary school students and that drama is the students’ favorite learning style. Therefore, the development of the curriculum aims to practice gender education based on students’ experiences through performance. The content revolves around the life experiences of multiple female characters. The sequence of the classes contains three stages. The first stage focuses on females with contribution, the second stage centers around a female in years of toil, and the third stage demonstrates different situations females encounter via the appreciation of plays and the stories of Japanese Ya-zi. Through the practice of the curriculum, including sharing stories, the performance of the body gesture, the creation of plays, the distribution of roles, and the rehearsals of the play, not only students’ gender consciousness is promoted, the students are also more sensitive to gender issues. Besides, the students change their male-centered way of thinking and their stereotyped impressions on females. Key words: integrate, Performance Art, action research, gender education, gender consciousness
29
Ma, Shi-Chun, and 馬詩淳. "Research of Religious Art in Art and Humanist Learning Curriculum of Junior High School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/19096767970651967494.
Full textAbstract:
碩士國立高雄師範大學
視覺設計學系
102
Because of the credentialism in Taiwan, aesthetic activities regarding religious art had not been emphasized in school programs until the Grade 1-9 Curriculum Guidelines positioned art and humanities in academic learning and stressed art learning based on humanity literary concepts and connotations. In this study, researchers in the practice teaching,art and humanities textbooks of the 2008 Kang Hsuan version, the 2010 Hanlin version, and the 2012 Uchen version, which are practical teaching materials used by the author, as research targets. The purpose of this study was to understand the current content related to religious art in the visual art program of these 3 versions. The difference between the topics of religious art of these three versions was also compared and the integrated visual art program of the 3 versions was investigated. This study aims at discussing the following aspects: 1. What dimensions concerning religious art are incorporated in the visual art programs based on the “Art and Humanities” textbooks published by Uchen, Kang Hsuan and Hanlin respectively? 2. How do the contents concerning religious art in visual art programs presented by Uchen, Kang Hsuan and Hanlin textbooks substantially differ from each other in terms of teaching? 3. How is visual art programed and integrated based on Uchen, Kang Hsuan and Hanlin versions of “Art and Humanities” textbooks respectively? 4. In which way can the design and development of religious art courses be put into practice and improved when it comes to visual art programs subordinate to the “art and humanities” field at junior high school in the future? Related suggestions made in this study can be used by related authorities and the academic circle for reference while designing such programs. In this study, content analysis and text analysis method to quantify the statistics, the results were analyzed statistically and give meaning and interpretation.This study attained 3 conclusions: 1. Multi-faith and Religious Art in Art and Humanist Learning Curriculum editing Concepts. 2. Religious art contents tend to demonstrate certain repetitive topics. 3. The necessity of routinely changing the 3 textbook versions for teaching must be considered. The results also showed that Muslim art clearly attained a low score, reflecting the Taiwanese perspective of religious visual art that the Taiwanese society is highly open to and interested in Western religions but demonstrates passive attitude toward Islam.
30
林佳燕. "Story Integrated Art and Humanist Learning-area Curriculum at 3rd Grade in Primary School:An Action Study." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/73765270123924995750.
Full textAbstract:
碩士國立新竹教育大學
美勞教育學系碩士班
92
Story Integrated Art and Humanist Learning-area Curriculum at 3rd Grade in Primary School: An Action Study This paper is focused on story integrated art and humanist learning-area curriculum at 3rd grade in primary school by action study of teacher as researcher, and solves the practical questions of art and humanist teachers facing 1-9 new curriculum. There are four study aims: 1.To analyze the teaching value of story integrated art and humanist learning-area curriculum. 2.To explore the practical possibilities of story integrated art and humanist learning-area curriculum. 3.To develop strategies of story integrated art and humanist learning-area curriculum. 4.To study alternatives of story integrated art and humanist learning-area curriculum. The study subjects of this paper are 32 students of at 3rd grade in primary school from 8/2002~9/2003. There are four stages in study: asking questions,testing curriculum, practicing curriculum, and completing final plan. The study tools are “Adventure at Lilliput”, “Magic music, and “If trees can say.” This story integrated art and humanist learning-area curriculum design 18 items in the 3 topics. This paper applies action study to prove the relative theories by learning-by-doing and thinking-by-acting. There are several steps in the study process: correcting, examining,analyzing, teaching, reflecting, and concluding. This paper concludes: 1.The value of story integrated art and humanist learning-area curriculum: (1)To advance students’ learning motivation and cognition. (2)To integrate art learning activities and stimulate multi-intelligence possibilities. (3)To enlighten invention and thinking, and cultivate active exploration. (4)To educate children aesthetic and humanist mind. 2.The practical possibilities of story integrated art and humanist learning-area curriculum: (1)To practice alternatives of story integrated art and humanist learning-area curriculum. (2)Teachers should understand the capacity indicators in art and humanist learning-area to design curriculum, and transform these indicators to design instructional plans. 3.The strategies of story integrated art and humanist learning-area curriculum: (1)Teachers can apply this integrated model to instruction. (2)Teachers can use multiple story-telling strategies to advance students’motivation and learning effect better. 4.The study of story integrated art and humanist learning-area curriculum: (1)This paper studies the design of curriculum transformation and art curriculum integration, and meets the learning goals of “exploration and presentation,” “aesthetics and understanding”, and “practice and application.” (2)This paper finds the equilibrium of visional art, music, presenting art in their integrated proportion by “art learning content” and “capacity indicators by stages.” (3)Students can examine their outcomes by themselves, and many students are interesting in learning and go to learning targets in study. (4)Students can actively read story books after class, and searching Green Tales in book-borrowing time. (5)The researcher believes the spirit of “teacher as researcher” in the process of action study, and argues every teacher as the critical person of impacting educational reform. In every teacher can study real educational problems by appropriate directing and helping, they can promote their professional consciousness and confidence.
31
Yang, Yu-Lan, and 楊玉蘭. "The Motivational and Achievemental Effects of Adopting ARCS Model to Teach Art and Humanist Curriculum with Traditional Opera Digital Archives in Junior High School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/10829751527276238301.
Full textAbstract:
碩士國立臺北教育大學
教育傳播與科技研究所
98
Since 2002, Executive Yuan had planned to promote the project named as National Digital Archive Program(NDAP). It is believed that digital archives materials are useful resources to assist teaching for education.Hence, the teacher must know how to adopt the proper teaching strategies with digital archives to perform well and efficiently. Therefore, this study is based on digital archives and the Keller's ARCS motivation model to design the teaching of traditional opera “Chinese Opera Unit”on the Art and Humanist Curriculum in junior high school. The purpose of this study is to understand the influences of the effects on learning motivation and effectiveness among junior high school students by teaching. This study adopts quasi-experimental research to see how it affect the eighth-grade junior high school students. The quantititive data is gathered from questionnaires of learning motivation and learning achievement. This study gather the qualitative data by interviewing to analyze both the opinions of students and teachers for further understanding. Finally the suggestions is made according to the results of this research as a reference for future instruction or research. The main findings are as follows: 1.The teaching with digital archives has significant effect to learning motivation. And, the teaching with ARCS Motivation Model has significant effect to learning motivation. With regard to learning motivation, students who accept the teaching with digital archives is better than without digital archives, and students who accept the teaching with ARCS Motivation Model is better than without ARCS Motivation Model. 2.The teaching with digital archives has significant effect of learning achievement. With regard to learning achievement, students who accept the teaching with digital archives is better than without digital archives materials. 3.Students who have the different experiences on internet using do not have significant effect to learning motivation. 4.Students who have the different degree of Chinese Opera preference and learning achievement of the Art and Humanist Curriculum have significant effect to learning motivation. The higher degree of Chinese Opera preference and learning achievement of the Art and Humanist Curriculum the students have, the better the students are in their learning motivation. 5.The teacher and most students are positive in their conception of the traditional opera teaching with digital archives and ARCS motivation model, both of learning motivation and achievement can be improved.
32
"Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes." Thesis, 2013. http://hdl.handle.net/10388/ETD-2013-08-1154.
Full textAbstract:
This particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers – Beth, Joel, and Christina – explores the emergent inquiry landscapes constructed as we implemented a renewed, decolonizing, science curriculum in Saskatchewan founded on a philosophy of inquiry and on a broader, more holistic definition of scientific literacy, both Western and Indigenous. This inquiry draws on an ontology of lived experience (Dewey, 1938) and, more subtly, on the borderland of narrative inquiry and complexity science in order to illustrate the emergence and coming to knowing (Delandshire, 2002; Ermine, as cited in Aikenhead, 2002) of our identities in a way that avoids the reduction in complexity of our experiences. While my initial wonders persisted throughout the research as I lived alongside Beth, Joel, and Christina for two years, they diffracted into the contextualized wonder: how do we share a philosophy of inquiry with each other and with our students? As such, this inquiry is a sharing about our own identities, about our own agency, about identity work, and about which experiences we choose to (re)engage with as we attempt to (re)find the narrative diversity, both individual and collective, necessary to shift from enacted identities to 'wished-we-could-enact' identities. This exploration of our 'mo(u)rning stories', early experiences from our shifting identities after stepping through the liminal and onto emergent inquiry landscapes, or our 'stories to relive with' provides a language and context to our shifting identities and hence, to science education, as we move towards a more holistic and humanistic form of scientific literacy for all our students. What emerged through the enmeshing of our landscapes and through the construction of voids in existing practices, followed by deformalizations in assessment and planning, was the development of a way of sharing our philosophy of inquiry and hence, our shifting identities. The artifacting and sharing of our contextualized inquiry experiences highlighted the rich assessment making, and curriculum making experiences (Huber, Murphy & Clandinin, 2011) we shared with our students and highlighted a view of assessment as a relationship. As we told and retold our stories to relive with, our identities shifted towards those more akin to facilitator and anthropologist and away from sage and engineer/architect.
33
陳美杏. "A Study on the Curriculum Implementation of Household Management Subject Integrated into Art and Humanist Learning Area-Taking the Third Grade Elementary School Student as an Example." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/74633384880311491749.
Full textAbstract:
碩士國立新竹教育大學
人資處美勞教學碩士班
95
This research is to study to the students’ performance in these aspects such as “ exploration and performance”, “ aesthetic sense & understanding”, “Implementation and application”, after they learn from the curriculum of household management integrated into Art and Humanist Learning Area. Through the implementation, the reliability of the curriculum is verified: the feasibility is explored; and hopefully the result of this study could be referred in the curriculum design of Art and Humanist Learning Area of Grade 3. The researcher uses both qualitative and quantitative approaches in this study implemented on the 33 Grade 3 students. The subject of this curriculum is “ Wonderful Life” which consists of three units : “Daily-life Artist”, “Building a New World”, “My Sweet Home”, developed mainly from the Art and Humanist learning Area that includes visual art, music and performance. Meanwhile, the household management issue of food, clothing, daily life management is infused in the curriculum. I. Findings in learning performance: 1.Exploration and Performance （1）Actually achieving to the learning objectives. （2）Being able to explore, use resources, and create artistically with imagination. （3）Being able to cooperate in team work. （4）Being able to express different emotions by facing gestures and body movements. （5）Being interested in decorating family surroundings with curiosity and delicate observation. （6）Being able to draw the family recognition and express requirement and love to family members with acceptance of their negative emotion. 2.Aesthetic sense and Understanding （1）Actually achieving to the learning objectives. （2）Being able to understand the importance of food culture and food decoration which will reinforce the respect toward diners. （3）Being able to understand the importance of cleaning clothes which is meant for aesthetics and economic purpose as well. （4）Being able to appreciate the activities of cleaning and decorating surroundings. （5）Being able to understand the importance of manners. （6）Being able to respect others and express empathy while observing the body languages of others. （7）To think about the positive meanings of family to strengthen the “centripetal force”. 3.Implementation and Application （1）Actually achieving to the learning objectives. （2）Being able to walk with stable paces to show manners on platforms; and be good audience with manners. （3）Being able to clean up after a mess. （4）Being able to treasure and use their own artistic works to decorate surroundings, or share this experience with other family members, or express love and request through the artistic creation. （5）Not being able to actually carry out the food decoration activities on their meals. II. Findings in feasibility： 1.This researched curriculum is enriched with teaching values. （1）To enhance students’ interest in art. （2）To push for active exploration and innovation （3）To cultivate aesthetic mind. （4）To guide students to carry out the art of life. （5）To cultivate good manners and purify the spiritual life. （6）To motivate students to care for family and enhance the interaction between parents and children. 2.This researched curriculum is designed appropriately. （1）In accordance with the proficiency index and family issues of the Second Stage （2）Being based on the family background and the preparatory artistic experience of students in medium level. （3）Being supported by the parents who believe with satisfaction the curriculum is helpful for the artistic performance of their children, family environment and their family members. 3. This researched curriculum is implemented appropriately. （1）Teachers choose appropriate teaching surroundings,and suitable arrangements for the retarded children or whoever lack the preparatory experience. （2）Teacher’s encouragement and respect enhance students’ imagination and ability to create. （3）Reliable and objective multiple assessments to review students’ performance.
34
周文蓉. "An Action Research for the Infusion of Gender Equity Education into the Teaching of Art and Humanist Curriculum--Take the Third Grade Elementary School Student as an Example." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/83348507473613194768.
Full textAbstract:
碩士國立新竹教育大學
進修部美勞教學碩士班
93
This research is in terms of an integrated curriculum to infuse the gender equity education into the art and humanist curriculum, to implement an action study of curriculum design, the process of implementation and reflection, to probe the influence of gender equity education of the 3rd grade student in the elementary school, to review the professional growth for those teacher who are working on this field, and inducting out the research result, to raise a proposal that focuses on the difficulty and problem of the infusion of gender equity education into art and humanist curriculum. The research result is following: 1. The achievement evaluation of curriculum implementation: (1) With an integrated curriculum tailor-made of the student’s living experience, which is affected by oneself and easily get echoed from others; (2) Infusion of the gender equity education into curriculum in class to get imperceptibly a deeper influence; (3) To inter-utilize a pluralistic teaching instrument and strategy in order to enhance student’s learning interest. 2. The teacher take an action by themselves with reflection and practice to construct a moderate gender equity concept: (1) To design the curriculum with integration and value the student’s living experience; (2) The teacher’s change and growth toward the concept of gender equity education, which can be reflected and consolidated on the implementation achievement of curriculum plan; (3) The teacher’s teaching by words and teaching by behavior as well as a long term dedication in teaching, which can release the student’s traditional restraint and limit in gender; (4) To have a rational thinking while facing problems, to construct a model of living by oneself, that should be the root of solving problems. 3. The student to construct a self-moderation of gender equity concept by a way of probe and mutual care: (1) The student in cognition to be gradually building autonomy concept, to lighten influence that is from a traditional society concept; (2) The student to breakthrough the gender limit, to actively perform their own specialty and disposition; (3) Through team cooperation and mutual learning to clarify a dull imagination in gender; (4) Through plural innovation teaching, to enhance the student’s interest and width toward art and humanist. According to the above research result, this research to raise a proposal as follows, (1) The administration of school that should integrate the resources of teaching materials, to set up the database of teaching materials, to implement teaching in concord in order to lighten teacher’s burden in class preparation. (2) The teacher should plan an experience activity for student while designing curriculum, to cultivate student’s practice ability, to enhance a reflection of judgment, and add discussion with more innovation or subjects which student would concern about. (3) The teacher should timely lead student to thinking and discussion while teaching in class. Giving student a hint, sharing student an opportunity in learning. (4) The parents of student should establish a good model of gender equity and respect, and assist student to identify a dull consciousness of gender delivered from the media. With an attitude of pluralistic, open mind and mutual respect to fulfill in family. (5) For a further research, which can expand the number of student or grade to be a research model. In the contents of implementation, which can coordinate the concept of integrated curriculum to implement an integrated research in different study field.
35
Mothamaha, Lomile Victorian. "The needs of FET learners for personal well-being." Diss., 2007. http://hdl.handle.net/10500/2147.
Full textAbstract:
Personal well-being is a state that involves feelings and thoughts. This concept is investigated in learning area Life Orientation and integrated in the curriculum as a learning outcome for Further Education and Training learners in grades 10-12. A literature study was done to discuss/clarify dimensions of personal well-being that is general subjective, psychological, social and spiritual well-being and mental health. Perspectives, theories, principles and features pertaining to well-being were investigated from an international and local context. An exploratory study used a qualitative approach to investigate and observe perceptions of a small sample of learners of personal well-being. Data gathering used focus groups which completed structured group work activities. The results indicate that learner participants have needs to be satisfied to reach a sense of personal well-being. Based on findings, recommendations regarding coping strategies, intervention strategies and support were made.Educational Studies
M.Ed. (Guidance and Counselling)