Abstract The purposes of this research were¡G(1) to uncover the implementation of school-based curriculum evaluation and the current state of teacher¡¦s self-understanding on professional curriculum knowledge and skills of public elementary schools of Kaohsiung City; (2) to analyze the differences of dimensions of school-based curriculum evaluation on different background variables; (3) to realize the differences on professional curriculum knowledge and skills of teachers on different background variables; (4) to explore the relationship between the current outcomes of school-based curriculum evaluation and professional curriculum knowledge and skills of teachers; (5) to offer feasible suggestions according to the results for schools which can implement school-based curriculum evaluation and teachers who might improve their curriculum knowledge and skills. This research adopted questionnaire method to collect information about the current state of the implementation of school-based curriculum and self-understanding of professional knowledge and skills of teachers in public elementary schools of Kaohsiung City. Questionnaires were given to 552 teachers of 45 classes and 438 of which were valid. Two major instruments, i.e. The outcomes of School-Based Curriculum Questionnaire and Teacher¡¦s Self-understanding of Professional Curriculum Knowledge and Skills Questionnaire, were designed to collect data, which were later analyzed by means of percentage frequently distribution, t-test, one-way ANOVA, and so on. The major results were summarized as follows¡G 1. Most teachers affirm the fine achievements of the current state of school-based curriculum evaluation in public elementary schools of Kaohsiung City. There are high performances in self-understanding of professional curriculum knowledge and skills of teachers in public elementary schools of Kaohsiung City. Therefore, Schools in Kaohsiung have put into effects of the implementation of school-based curriculum evaluation. 2. Age, educational background and teaching seniority of teachers have no influence on school-based curriculum evaluation; teachers who hold executive positions ranked high on ¡§evaluation use¡¨ by levels, and approve the implementation of it. High school-based curriculum evaluation participation ranked high in ¡§evaluation plan¡¨ by levels, and approve the measures of it. There were significant differences on school scales, history of school-based curriculum evaluation by levels. 3. There were significant differences on teacher curriculum professional knowledge and skills based on diverse educational background, position and the participation. Teachers who have a graduate school diploma, hold the executive positions or have high degree of participation in school-based curriculum evaluation show better curriculum professional knowledge and skills¡FThere is no influence on age and seniority of teachers. School scales and history show significant differences on teacher curriculum professional knowledge and skills, and medium schools or schools which have the history more than 61 years ranked high on teacher curriculum professional knowledge and skills. 4. Separating high from low performance on school-based curriculum evaluation has significant differences on self-understanding of teacher curriculum professional knowledge and skills. Teachers who have high performance are equipped with better professional knowledge and skills, vice versa. In accordance with the results of this research, suggestions concerning aspects of the authorities, schools, educational executive units were put forward. Further studies were also proposed. Key words: the implementation of school-based curriculum evaluation, professional curriculum knowledge and skills

The Research of Constructing School-based Curriculum Evaluation in the basis of ISO9001 : 2000 -- An Example of Kaohsiung Min-Chyuan Elementary School kuo¡A Chin-chan Abstract With the development of school-based curriculum, school-based curriculum evaluation viewed as part of school-based curriculum grows as well. ¡§Evaluation¡¨ contributes to quality control, Education value determination, administration accomplishment promotion ,and teacher .Specialization to perform the characteristics of school and create the value of school education. As a result, selection of the school-based curriculum evaluation model should be emphasized. The purpose of this research is to initiate ISO 9001:2000 quality control system constructing ISO 9001:2000 school-based curriculum evaluation model in order to effectively promote school-based curriculum quality, teacher profession, and administration accomplishment. Then, discovering the problem of each educational scene objectively to solve problem by internal criticism and external criticism. Furthermore, to prove the effectiveness and approval of ISO 9001:2000 school-based curriculum evaluation construction via international identification is expecting. First of all, this research adopt document analysis methodology to discuss not only the spirit and connotation of ISO 9001:2000 but also the difficulty and model of each kind of school-based curriculum evaluation for constructing the school¡Xbased curriculum evaluation structure. Secondly, to establish the ISO 9001:2000 organization in school curriculum development commit as the quality control system to process the implement at Kaohsiung Min-Chyuan Elementary School. Moreover, to edit one quality manual, seventeen procedure books and list as research implements to start the system, proceed school-based curriculum evaluation, and apply ¡§International identification¡¨ to complete this research. The conclusion of this research are as followings¡G 1. By the procedure: school-based curriculum evaluation concept composition¡÷establish ISO 9001:2000 organization in curriculum development commit¡÷adopt the spirit of PDCA¡÷build ISO 9001:2000 quality management system¡÷edit quality manual, procedure books, and lists¡÷system implement, will create the quality management system of ISO 9001:2000 school-based curriculum evaluation. 2. ISO 9001:2000 can inspect the quality problem of school-based curriculum and achieve the education goal effectively. 3. ISO 9001:2000 quality management system can promote teacher profession, and administration accomplishment. 4. Via ISO external criticism can find out the problem of each educational scene and solve problems totally. 5. Implying ISO 9001:2000 to construct school-based curriculum is effective. According to the result of this research, the four suggestions are made to provide resource of further research and implement for schools, administration, ISO institute. Keywords ¡Gschool-based curriculum development school-based curriculum evaluation International Organization for Standardization 9001¡G2000