Interpretation and Practice of One Whole Language Teacher’s Teaching Belief

• Main Authors: Tasi Yi-Ling, 蔡宜玲
• Other Authors: 陳佩正
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/50180608058052944922

碩士 === 國立台北師範學院 === 課程與教學研究所 === 90 === This study aims to inquiry an elementary schoolteacher, who participates in the whole language education study, how to interpret and practice the philosophy and ideas of whole language education in the context of Taiwan’s education. This study guided by the qualitative research to observe, interview, stimulated recall interview and document about the elementary schoolteacher’s whole language education. The major findings of this study were: 1. The elementary schoolteacher owns the background of home economics and early childhood education; she integrates previous experience and teaching reflection to transform the philosophy of whole language step by step. 2. The elementary schoolteacher’s teaching belief includes: curriculum is integrated, teaching is a labyrinth, teachers are like leaders and tourists, assessment can understand teacher’s weakness and student’s need. Her teaching belief are near whole language’s ideas but some belief need reconceptualization. 3. The elementary schoolteacher proceeds from topic integrated curriculum, she combines learning language, learning about language and learning through language. 4. The elementary schoolteacher has learner-centered in mind. Regardless of curriculum or instruction, she thinks about meaningful for students. 5. In the process of practice whole language, the elementary schoolteacher constantly studies to promote professional ability; however, she faced insufficiency of autonomy space and lacked support of administration. 6. The elementary schoolteacher gets great reason about practicing whole language education from parents and students.