| Summary: | 碩士 === 臺中師範學院 === 語文教育學系碩士班 === 91 === Language Art is one of significant fundamental subjects in the primary school, Taiwan. However, Language Art teaching is predominantly teacher-centered lectures. Teachers deliver lessons via “question-answer” mode of teaching, which makes the whole teaching-learning process less varied and rather dull. Most of student learning thus remains at the level of cognitive comprehension but not reach social and affectionate understanding. Through critical reflections, in this research, I propose classroom performance as an alternative teaching approach. It aims at providing pupils opportunities of performing, interpreting, discussing and modifying their learning processes in order to fulfill educational objectives on profound comprehension and affectionate understanding.
Collaborative action research is adopted to carry out this study, having research plans about classroom performance implemented in pedagogical practice. I concentrate on two ‘research-process cycles’ and use triangulated methods including observation, interviews, collections of other teachers’ reflections based on their classroom observation, feedback sheets from pupils and questionnaires to examine impacts and potentials of classroom performance in Language Art teaching. It is hoped to shed new lights upon teaching for Language Art teachers when adhering to ‘Grade 1-9 Curriculum’ centered on student’s subjectivity, creative teaching, competence orientations, multiple assessment methods.
My analysis illustrates classroom performance not only stimulates lively classroom atmosphere, learning motivation but also strengthens pupils’ understanding towards subject matter of teaching. Pupils are initiated into discourses and literary settings embedded in textbook articles and then acquire affectionate understanding. Besides, their skills of verbal and non-verbal expressions are trained from actual simulations, performances and discussions of what they learn in class. In a broader sense, pupils develop their principles of communication, etiquette of listening and speaking, and abilities of appreciating literature. What is even worthy to note is that classroom performance offers a way for teachers to undertake multiple assessments and to facilitate professional development. Substantial insights stemmed from classroom performance benefit both learning and teaching.
‘Grade 1-9 Curriculum’ highlights competence benchmarks for the new era and importance of equipping learners to cope with changing society. Within that curriculum, the findings of this research reveal contributions of classroom performance for at least two dimensions. Its feature on student’s subjectivity leads pupils to cultivate multiple-intelligence through participating in a series of class activities. Meanwhile, it fits precisely several statements of mission of ’Grade 1-9 Curriculum’, such as understanding of ‘self and potentials for personal development’, ‘appreciation, presentation and innovation’, ‘expression, communication and sharing’, ‘respect on concern and team cooperation’, ‘autonomous inspection and investigation’, ‘independent thinking and problem-solving ability’ and other aspects related to core competence for pupils.
Despite various functions and values, classroom performance, sometimes may not be applied effectively due to constraints of time and type of textbook articles. Limitations of classroom performance, its feasibility with regard to modes of teaching/learning, and assessment criteria are elaborated in detail in Chapter (5): Conclusion and Recommendations in this dissertation. As a result, those suggestions serve as the basis and directions for teachers and researchers undertaking classroom performance in their future pedagogy and research.
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