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Action Research on Implementing Global Issues Teaching Units - Taking a junior high school in New Taipei City for Example
The purpose of the research is to study the development process and implementation effectiveness when teacher designs teaching unit of “global issue” specifically for junior high school students. The course curriculum designs include “global issue” as the core principle. The researcher designs the curriculum in three aspects, containing “the awareness of global linkage”, “the inquiry of global issue”, and “care action of global issue.” Expecting students can increase their concern and actions toward global issue after the implementation of the teaching units. The researcher further analyzed the altering situation of junior high school students in recognition, affection, and action after they experience the complete learning process. Meanwhile recording researcher’s reassessment and professional growth during the teaching units are implemented. This research takes action research approach, utilizing 29 grade eighth students from the researcher’s employed public junior high school as participants and research peers undertaking curriculum reassessment also corrections in this research. There are multiple corrections and adjustments going through the curriculum implementation. Via researcher’s continuous reassessment, break up individual and traditional teacher giving lectures teaching mode as the main part. Giving the learning main part back to the students, further generated interactive sparkles between students and the teacher. This research is based on researcher’s self-designed teaching materials, class observation records, peer-teacher visiting record, documentations, teaching reflection notes, student contact book, feedback forms, and other methods to collect information and conducting analysis and examinations. According to the collection and analysis of the information, this research has discover the following: 1. After this research adopts dynamical teaching designs and implement diversified teaching strategies, developing a perfect match of implementing global issue teaching units for junior high school students. 2. Inspiring students’ concern and improved concern and raise the incentive on global issue through implementing global issue teaching units. 3. Through the dynamic research process and peers dialog and design activated teaching units, making the researcher improves slowly on self-professional knowledge. Lastly, based on the above mentioned research discoveries, the researcher will propose several solid suggestions, aiming at this curriculum teaching units’ design and implementation as well as later researches.
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