Presenting the curriculum from an Aboriginal perspective and/or including Aboriginal content in the curriculum is an important alternative to perspectives many students are accustomed to. In the past, the Aboriginal perspective has not been a recognized or perhaps respected way of teaching; however this is beginning to change. This study explores student and teacher identity when the curriculum is either presented from an Aboriginal perspective or when Aboriginal content is included in lessons; it also explores potential benefits for all students. This study addressed the following questions: 1) What differences are made, if any, for Aboriginal and non Aboriginal students when the curriculum is presented from an Aboriginal perspective? 2) What differences are made, if any, for Aboriginal and non-Aboriginal students when Aboriginal content is included in the curriculum? 3) How are teacher and student identities affected when either the curriculum is presented from an Aboriginal perspective or Aboriginal content is included? Using the case study qualitative research method teachers and students were interviewed to gain an understanding of how their identities may or may not have been affected. The research from this study indicated that from the teachers perspective all students, Aboriginal and non-Aboriginal alike, benefit in many ways when either the curriculum was presented form an Aboriginal perspective or when Aboriginal content is included in classroom lessons. The research also indicated that teacher and student identities shift over time and may possibly be, although not necessarily, affected when the curriculum is presented in this manner. The results of this study indicated that there were benefits for both Aboriginal and non-Aboriginal students when the curriculum is presented from an Aboriginal perspective or when Aboriginal content is included. The results of this study also indicated that when student and teacher identities are affected, they are affected in a positive manner.

Presenting the curriculum from an Aboriginal perspective and/or including Aboriginal content in the curriculum is an important alternative to perspectives many students are accustomed to. In the past, the Aboriginal perspective has not been a recognized or perhaps respected way of teaching; however this is beginning to change. This study explores student and teacher identity when the curriculum is either presented from an Aboriginal perspective or when Aboriginal content is included in lessons; it also explores potential benefits for all students. This study addressed the following questions: 1) What differences are made, if any, for Aboriginal and non Aboriginal students when the curriculum is presented from an Aboriginal perspective? 2) What differences are made, if any, for Aboriginal and non-Aboriginal students when Aboriginal content is included in the curriculum? 3) How are teacher and student identities affected when either the curriculum is presented from an Aboriginal perspective or Aboriginal content is included? Using the case study qualitative research method teachers and students were interviewed to gain an understanding of how their identities may or may not have been affected. The research from this study indicated that from the teachers perspective all students, Aboriginal and non-Aboriginal alike, benefit in many ways when either the curriculum was presented form an Aboriginal perspective or when Aboriginal content is included in classroom lessons. The research also indicated that teacher and student identities shift over time and may possibly be, although not necessarily, affected when the curriculum is presented in this manner. The results of this study indicated that there were benefits for both Aboriginal and non-Aboriginal students when the curriculum is presented from an Aboriginal perspective or when Aboriginal content is included. The results of this study also indicated that when student and teacher identities are affected, they are affected in a positive manner.

本研究的目的在於探究學前階段坊間教材於課程中扮演的角色，學前教師如何使用轉化教材及其影響因素，而後更進一步探究教學觀點是否對於學前教師運用方法有所影響。 本研究為質性研究，採深入訪談法以及非參與式觀察對兩所園所，共計五名教師進行研究，並以其中兩位教學觀點差異較大的教師進行教學行為的分析，研究發現以學前教師運用教材及其影響轉化差異之因素、教學觀點對於運用坊間教材的影響及坊間教材於課程中的定位此三面向進行討論： 一、在坊間教材轉化及其因素方面發現，學前教師視教材為正式課程，運作課程以教師主體，而教師所持之課程觀為互相調適觀，學生以及教師特質等因素皆會影響教師教學轉化。但教師缺少對教學目的的省思、學校資源不足以及家長因素都可能造成教材轉化的困境 二、教學觀點會影響教師運用坊間教材的方法：從教學目標的選擇到教學方法的運以及評量。研究中兩位教師分別主張課程為教學經驗、課程為計畫，故前者教師運用教材的方法多為「調應」以及「更換」，其與教材互動結果為「教材修正」；後者教師運用教材的方法多為「使用」、「調應」、「更換」，其與教材互動結果為「教師調適」。 三、滿足家長的需求是園所繼續或開始使用教材的最初原因，然而坊間教材的運用將有助於教師專業發展：能夠提供教師較統整的學習架構，以彌補教師專業能力上的不足，也能作為教師教學的參考資源。教材的內容的完善編輯也能夠引發學生學習興趣，加強學生學習動機，促進學生的學習。 四、學校行政體系的支持、班群間的協同以及資源分享都將有助於教師教學上的專業發展，提供教師更多的刺激、激發更多的創意，促使教師能不斷的反思教材內容進行創新。 最後，針對以上幾點發現以及研究過程中遇到的困難與限制提出幾點對於學前教師以及未來研究者一些建議。 關鍵字：坊間教材、教學觀點、課程轉化 / The purpose of this research is to investigate the application of textbooks among preschool teachers. Questions to be answered are as follows: 1.How do teachers transform the textbooks? 2.How do teaching perspectives affect the application of textbooks? 3. How do teachers define the role of textbooks in the curriculum? The research collects data by means of observation, interview, and analysis. Research is focused on the application of textbooks in teachers’ teaching. Results are as follows: 1.Teachers view textbooks as formal curriculum, and hold the core of operational curriculum. Teacher’s perspective of the implemented curriculum is mutual adaptation, and the characteristics of the teacher or the student will affect the curriculum transformation. 2.One teacher views curriculum as teaching experience and the other views curriculum as a plan. The former applies textbook with revising and replacing and the interaction with textbook, and the result is that the modifications of textbooks are made. The later applies textbook with using, revising and replacing, and the result of interaction with textbook is that the teacher adapt it. 3.The reason to adapt to textbook is that it fulfils parent’s expectations, and applying textbook is useful for teacher’s professional development. 4.The support of the education administration authority, the cooperation of the classes and the sharing of resource will be used for teacher’s professional development, and can offer more impetus to create more. Key words: textbook, teaching perspective, curriculum transformation

This Diploma thesis deals with the project teaching and with the options of implementation of this method into second language teaching in the first level of elementary schools. Theoretical part of the thesis focuses on history, characteristics, classification, phases, advantages and disadvantages of the project teaching. In the second part, the thesis is based on a five-hour long project called "Berlin entdecken" created by the author and realized in the fifth year of elementary school with the extended second language teaching specialization. The thesis aims to find out students' attitude towards the project teaching. Also, based on a case study, it tries to find out whether the integration of this teaching method is applicable to teaching process among students with different education expectations. The research draws on both quantitative and qualitative methods (i.e. questionnaire, observation, and structured interview). Based on the carried out research, the thesis find out that the project teaching is an appropriate method for second language teaching in the first level of elementary schools. Similarly to other methods, however, the project teaching also has its constraints which need to be taken into consideration. KEYWORDS hands-on teaching perspective, project teaching, second language...