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A Primary School Teacher's Curriculum Consciousness and the Course of Chinese Language Teaching Practice
elementary school teachers
Chinese language teaching
The purpose of this study is to explore the transformation process and the relationship between the teacher ’s curriculum consciousness and teaching practice, and to explore the impact of the self-founded Teacher Wen’s online lesson preparation community. I use narrative inquiry to collect data throughsemi-structured interviews, observations, and document analysis. According to the research, the important findings of this study are as follows: A. The course of teacher Wen Meiyu ’s curriculum consciousness and teaching practice is in the order of the timeline: the Junior Teacher College period, the teacher period, the early period and the later period for the founding of lesson preparation party in NUTN Affiliated Primary School. B. Based on the course and content, there are features of the transformation of teacher Wen Meiyu ’s curriculum consciousness. In understanding of the curriculum essence, it is transformed from textbooks and texts to personal proficiency in language, and then to the thinking of lower grade students, finally to the whole language instruction; in terms of mastering of subject knowledge, it is transformed from teaching technology to focusing on the subject essence, adjusting teaching strategies, and then to music inspiring interdisciplinary teaching, and finally to interdisciplinary teaching; in terms of how teachers teach and how students learn the focal point turns from teacher-centered thinking to student-centered thinking gradually, and then turns to student-centered thinking influenced by Montessori teaching module, and finally to student-centered thinking impacted by Maslow's demand level; in terms of the process of mental thinking in communication with the outside world and the critical thinking process of personal practical action, it is transformed from nothing to environmental acuity, then to improvement on environmental adjustment, and finally to extended teaching for class activities combined with administrative policies. C. Based on the course and content, there are also features of the transformation of teacher Wen Meiyu ’s teaching practice. In the implementation mode, the traditional narrative teaching is transformed into group discussion, and then to the integration of music teaching and the Chinese teaching, and finally to the unit topic teaching; in the course content, the text-centered way of the first and second stages is transformed into Interdisciplinary teaching, and finally to cross-domain theme, cross-domain unit; in the implementation strategy, none strategy is transformed to the story teaching and questioning, and then to the story teaching, questioning and Montessori teaching module, and finally to the combination of class management and scaffolding application; in situational awareness, nothingness is transformedto single to multiple, and then to school life situations, and finally to combine life situations and equal trust relationship with the teachers; in teaching evaluation, transformation is from nothing to paper evaluation, and then to the last two stages’ multiple evaluations; in teaching resources, transformation is from nothing to self-improvement teaching training, and then to picture books and library resources, and finally to films, picture books, novels and assistive devices. D. Teacher Wen Meiyu's curriculum consciousness and teaching practice were mingled since the later period as a teacher, and in the early period for the founding of lesson preparation party in NUTN Affiliated Primary School, the two were mingled based on the Interdisciplinary teaching; and in the later period for the founding of lesson preparation party in NUTN Affiliated Primary School, the two were mostly mingled, especially in the student-centered curriculum and teaching thinking on which they cannot agree more. E. The self-founded Teacher Wen’s online lesson preparation community takes a lead to influence teachers to carry out a mild education reform within the system from the bottom to top. By recording and sharing individual teaching cases, it stimulates more teaching creativity and improves the teacher's professional perception, and allows the participating teachers to share in the online community and to practice it in their own classroom, thus forming a spontaneous, interactive, and common good self-study mode. It is also the largest education and learning online community in Taiwan with more than 100,000 people. This study concludes with the Chinese language literacy-oriented teaching, the classroom landscape of teacher teaching and student learning, the self-improvement of teachers, the improvement of teaching effectiveness, the shaping and boosting of on-the-job training of the teacher community, and offering teaching training courses and advancing suggestions from others. I look forward to providing some reflection on the 108 course guideline and teaching in Taiwan.
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