| Summary: | 碩士 === 國立高雄師範大學 === 工業科技教育學系 === 90 === An Interpretative Study on Teaching Activities of an Individual Living Technology Teacher of Junior High
Abstract
This study was oriented on exploring teachers’ teaching activities in classroom in teaching Living Technology of Junior High. There were two purposes for this study. One was to understand an individual teacher’s teaching activities in classroom and their effects; the other was to understand the related factors influencing his or her teaching activities.
This study intended to collect data by using interpretative research such as the reference investigation, observation, interview, a teacher’s self-statement, and students’ interview. Modified by the triangle approach, the collected data was well analyzed, and the results were stated as follows.
First of all, the design of varied teaching activities adopted by a teacher was helpful to enhance students’ interest in learning. Second, based on the curriculum requirements, teachers should provide students with more additional information, stress students’ learning process rather than their academic achievements, and at the same time employed multiple teaching evaluations. Third, students learn well from an individual teacher’s positive teaching activities. Fourth, teachers can teach normally without being affected by promotionism. Fifth, thanks to the continuing education, a teacher’s institute, and cyber information, an individual teacher is able to expand his or her professional knowledge on education. Sixth, an individual teacher’s self-examination on teaching can help improve his or her teaching qualities. Seventh, what an individual teacher teaches in the living technology class should not be just the knowledge about textbooks. More importantly, he or she should also teach students to acquire good behavior and to show their concern about the contemporary society as well. The only defect in an individual teacher’s teaching activities in classroom is that a teacher cannot entirely follow the curriculum schedule while teaching. As a result, students’ learning is not coherent, but fragmentary.
The results of this study reveal an individual teacher’s teaching activities in classroom were influenced by the interaction of personal matters, students, teaching materials, and many other situational factors, such as a teacher’s cognition on curriculum, teaching beliefs, a teacher’s institute and the continuing education, educated experiences, teaching experiences, personalities, teaching materials, evaluation methods, students’ learning response, school resources, and the relationship with colleagues.
Finally, there are some practical recommendations in this
study. Hopefully, they can be served as the teaching reference for future teaching activities. First, there should have more related courses about teaching activities, a coherent cognition on curriculum, and the techniques of using time pertaining to the design of in-service training or a teacher’s institute course.
Second, a perfect associated policy should be made to meet the needs of the changed curriculum. Next, living technology teachers can make use of teaching response questionnaires to either affirm or review their own teaching performances. At last, living technology teachers should also employ varied teaching activities design and practice multiple teaching to promote students’ interest in learning.
I hope the research would benefit to those who teach Living Technology in junior high school, the junior schools, and other educational organizations.
Key words: living technology; teaching activities; individual teacher
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