| Summary: | 碩士 === 國立中正大學 === 教育研究所 === 91 === A study of Kenneth S. Goodman''s advocacy on whole language
Abstract
The main purpose of the thesis is to explore Goodman’s advocacies on whole language. By means of analyzing Goodman’s research from the reading process to his advocacy of whole language, the researcher aims to explore the context of Goodman’s whole language and the ways of language teaching.
The conclusions of the thesis can be summarized as follows:
1. Goodman’s whole language advocacy was mainly influenced by the theories
of Dewey, Vygotsk, Piage, Halliday, and Chomsky.
2. Goodman’s research of “miscue” explores the reading process from psy-
cholinguistics to socio-psycholinguistics; nevertheless, psycholinguistics has the priority over sociolinguistics.
3. From Goodman’s viewpoints of teaching, learning, curriculum and authentic assessment, he asserts that teachers are caring kidlisteners; learners are constructors on their own initiative in the learning process; curriculums are presented in an authentic, independent, and whole way; and learning process and authentic assessment is a good way for evaluation.
4. The scholars who study in whole language in Taiwan explore its features, theories and paradigms, and at the same time, they apply it in the classrooms. By combining theories and applications, the contents and scopes of whole language are continuously improved in the face of changing educational situation.
Based on the above-mentioned conclusions, the following suggestions are proposed:
1. In the social background of educational reforms, besides teachers and
students, administrators, schools and parents should cooperate to achieve whole language education.
2. Teachers should put emphasis on psycholinguistic learning process, and
integrate it with socio-psycholinguistic learning.
3. Scholars who study and employ in whole language in Taiwan should set up
whole language teaching organizations aiming to meet the needs of local education, and to research and effectively develop whole language.
4. Researchers can visit the United States to observe and understand the
advantages and shortcomings of whole language education, in order to be the
consultations for our researchers.
5. Researchers can try to do action research combining whole language with
nine-year-integrated-curriculum in the compulsory education period.
Key words: whole language, miscue, psycholinguistics
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