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This research aims to study the process and difficulties we might meet in applying “library instruction” team teaching. Through interviews with teachers and analysis on the questionnaires of students’ learning performance, the researcher examines if “library instruction” team teaching being beneficial to teachers and students. Moreover, suggestions are drawn after bringing it into practice. With the teachers and students in Taipei Municipal Minghu junior high school as subjects, the research samples 10 teachers in 7th grades and 299 students in their classes. The research proceeds mainly by the method of qualitative research. Results will be provided as reference for library instruction team teaching. Conclusions can be drawn as follow: 1. Teaching team needs the involvements of the leaders in team teaching and teachers that volunteer to participate in. In the process, communication, collaboration and coordination should also be emphasized. And finally with integral teaching activities to interest students in learning. 2. To precede library instruction team teaching, some problems may occur. It is not easy to arrange a common time from teachers’ classes；the place is easily being interfered; teaching facilities and resources are deficient; teachers’ courses on related knowledge are not available. Furthermore, time pressures and additional burden are difficulties as well.To overcome related problems such as low learning engagement of students, curriculum design, etc, administrators should exercise leadership in library instruction team teaching. 3. The implement of library instruction team teaching provides teachers opportunities to promote their growth on professional capacity, innovative teaching, and on the other hand, teachers can offer students more instructions and develop students’ abilities in solving problems. 4. The curriculum and learning atmosphere of “library instruction” team teaching help to enhance the ability of self- learning and to promote the learning effects.
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