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The Process of Adjusting Standard Remedial Protocol of Chinese Teachers in Junior High Schools
standard intervention model
adjusting process of teaching
最後，促使三位教師轉變和調適的影響因素有「課程輔導員的引導」、「教師實際教學體驗」、「低成就學生表現與回饋」和「教師自我檢核機制 (包含教學實況影帶回顧、教師自我檢核表) 」，引發老師對自我教學的重新覺察和審視自己補救教學的主要目標和教學方式，以改善教學品質。這一年的教學適應歷程可略分為：「教學原型階段」、「摸索試探階段」、「調整節奏階段」和「熟悉因應/沉潛蟄伏階段」，分三種不同的適應型態，「迴旋沉澱型」、「試驗修正型」和「參照調整型」。
The purpose of this study is to understand the difficulty, challenges, coping approach and adjustment of the teachers who taught Chinese remedial class with standard "Literacy First Program"(LFP).Three teachers participating in LFP professional training were invited as the cases in this study. They were interviewed to recall their experience during the process of participating in teaching LFP. There are 6 interview records, 6 records of professional development session of LFP and research notes.All the data were analyzed to follow the methodology of case study. The qualitative data was coded into five major issues: Learning of students with low achievement, coping and adjusting strategies, teaching strategies and interpretation of teaching, change of faith and role of Chinese teaching, and ecological factors. Three teachers were renamed as the characteristics of their stories, such as Amber, Floating Island, and White Wave Island. They participated in the LFP for one year, their teaching moved from the tendency of "teacher-centered approach", "less caring of class management strategy", "didactic teaching", "value of meaning and affective", and "value of grade" into the new faith and behaviors. Teacher Amber adapted her goals of remedial class, established reinforcement system for her class, and followed the LFP protocol to use inquiry teaching method. In the whole year, she remains reflecting the goals and faith of remedial teaching. Teacher Floating Island, she adapted her teaching as "student-center approach", and made obvious changes in "the goals and faith in remedial teaching", "recognition of low-achievement students' potential ", and "inquiring teaching method". Moreover, she appeared more variety of "teaching strategies and class management" compared with those in the past. Teacher Brownsea Island changed greatly in respect with "the goals and faith in remedial teaching", "strategies to establish low-achievement students' self-confidence". Her didactic teaching also adapted into "inquiring teaching method", and increased more "language teaching strategies". All of them applied into their original Chinese class with what they have learned in the LFP with different levels. The factors related to their change and adjustment are "the guidance of coaching teacher of LFP," "original teaching experience," "the performance and feedback of low-achievement students," and "the mechanism of teachers’ self-monitoring used in the professional development to facilitate them to reflect teaching, to review goals and teaching of remedial teaching and to improve teaching quality. The adjusting process of this year can be divided into three different stages : the stage of original teaching, the exploratory stage, "the stage of adjusting teaching speed," and "the stage of mastering or reflecting." Three different adjusting patterns were concluded into "the convolution and contemplation type," "the test and correction type," and "the reference and adjustment type." At last, on the base of findings and limitations, the recommendations towards future study and practice work of remedial teaching are made.
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