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Taiwanese Teaching Practices and Curriculum Designs in Elementary Schools
Taiwanese aesthetic curriculum
elementary and kindergarten Taiwanese pedagogic
Taiwanese Teaching Practices and Curriculum Designs in Elementary Schools Abstract This research on Taiwanese Teaching Practices and Curriculum Designs in Elementary Schools firstly has a broad investigation on the reasons why teachers have been afraid of teaching Taiwanese or why they are anxious while working on Taiwanese curriculum. Then the research has a further analysis on the difficulties, problems, and misunderstandings from teachers, students, parents, and schools. This research thus accordingly also provides a ’hot balloon’ explanation that aesthetic experience is much more important than language policies, school activities, community supporting, interests or motivation aroused from students, achievement developed in teachers, and parents’ practical consideration. Students would like to be more involved in Taiwanese classes on the reasons of being touched with their teachers who are enthusiastic and thoughtful about what they need. But the research also has an announcement that teaching what Taiwanese is and how beautiful and interesting it is will be the core-value to make Taiwanese teaching and curriculum more successful and aesthetic. Field investigation in four schools, including 3-to-12-year-old students for a semester, is on the purpose to find out how teachers develop a happy, effective, and aesthetic Taiwanese learning under the limitation of one-hour period. Therefore this research comes to a conclusion that teachers with willingness, confidence, and enthusiasm on teaching and learning Taiwanese could conquer the lacks in skills because that kids are attracted at the interaction and communication in Taiwanese in class more and they will finally learn Taiwanese up through aesthetic experiences associated with their lives. In short, teachers as the pivots are basically willing to teach Taiwanese, but they eagerly need more teaching training, a justice language education policy, and a long-term teaching support to help them teach happily, confidently, and aesthetically. Suggestions are provided as well in this dissertation. Keywords: Taiwanese aesthetic curriculum, aesthetic experience, elementary and kindergarten Taiwanese pedagogic, language education, Taiwanese teaching
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