Reflecting the teaching style of Mandarin --take example by the instruction of word recognition for junior elementary pupils
碩士 === 國立屏東師範學院 === 教育心理與輔導學系碩士班 === 93 === This study is to explore how to modify the educational ideas and strategies through the process of reflective teaching so as to improve the quality of instruction for word recognition and pupils’ learning effects while the researcher was teaching word reco...
Main Authors: | , |
---|---|
Other Authors: | |
Format: | Others |
Language: | zh-TW |
Published: |
2005
|
Online Access: | http://ndltd.ncl.edu.tw/handle/87626844212195015803 |
id |
ndltd-TW-093NPTTC328019 |
---|---|
record_format |
oai_dc |
spelling |
ndltd-TW-093NPTTC3280192015-10-13T11:39:45Z http://ndltd.ncl.edu.tw/handle/87626844212195015803 Reflecting the teaching style of Mandarin --take example by the instruction of word recognition for junior elementary pupils 教師國語課之教學反思-以國小低年級識字教學為例 Shing-chih Fang 方杏枝 碩士 國立屏東師範學院 教育心理與輔導學系碩士班 93 This study is to explore how to modify the educational ideas and strategies through the process of reflective teaching so as to improve the quality of instruction for word recognition and pupils’ learning effects while the researcher was teaching word recognition in the Mandarin Course for junior elementary students. Based on qualitative research method, this researcher has collected the data by reflective notes, recorded tapes and videos, as well as talking to the counterparts (who are both elementary teachers and graduate students) and professors while he was the homeroom teacher of Second Grade B Class and taught word recognition in Mandarin classes. The conclusions are as follow: 1. On the spot of Mandarin teaching, the patterns of participation structure the researcher used most often were “teacher interacted with all students, and students actively took part in learning”, and the effects were quite good. 2. On the same circumstances, the pattern of participation structure used to teach word recognition also were “teacher interacted with all students, and students actively took part in learning”, but the effects were limited, so this was the point this study should modify and improve. 3. In the transitional period of word recognition, I applied “word story strategy”--- teaching vocabulary by telling story ---to beef up student’s interests for learning new vocabularies and effectively enhance the learning effects. While teaching phraseology, I capitalized on the academic activity of “little wording master” to promote their willing for word recognition and canvass all the class to join in the learning. 4. In the same period, I pushed all the class to discuss the learning effects of word recognition to illustrate how much would the word story strategy promote the results of word recognition; meanwhile, I explored individual case of word recognition to show if the word story strategy could also promote the result of word recognition. 5. In the tracing analysis for all the class, it showed that the results of word recognition learning via word story strategy were better than that via common teaching methods. 6. In the tracing analysis for individual student, there were four students won better results of word recognition learning via word story strategy than via common teaching methods. According those conclusions, the author offered some recommendations in terms of teaching and future researches. Su-hsia Yen 顏素霞 2005 學位論文 ; thesis 236 zh-TW |
collection |
NDLTD |
language |
zh-TW |
format |
Others
|
sources |
NDLTD |
description |
碩士 === 國立屏東師範學院 === 教育心理與輔導學系碩士班 === 93 === This study is to explore how to modify the educational ideas and strategies through the process of reflective teaching so as to improve the quality of instruction for word recognition and pupils’ learning effects while the researcher was teaching word recognition in the Mandarin Course for junior elementary students. Based on qualitative research method, this researcher has collected the data by reflective notes, recorded tapes and videos, as well as talking to the counterparts (who are both elementary teachers and graduate students) and professors while he was the homeroom teacher of Second Grade B Class and taught word recognition in Mandarin classes.
The conclusions are as follow:
1. On the spot of Mandarin teaching, the patterns of participation structure the researcher used most often were “teacher interacted with all students, and students actively took part in learning”, and the effects were quite good.
2. On the same circumstances, the pattern of participation structure used to teach word recognition also were “teacher interacted with all students, and students actively took part in learning”, but the effects were limited, so this was the point this study should modify and improve.
3. In the transitional period of word recognition, I applied “word story strategy”--- teaching vocabulary by telling story ---to beef up student’s interests for learning new vocabularies and effectively enhance the learning effects. While teaching phraseology, I capitalized on the academic activity of “little wording master” to promote their willing for word recognition and canvass all the class to join in the learning.
4. In the same period, I pushed all the class to discuss the learning effects of word recognition to illustrate how much would the word story strategy promote the results of word recognition; meanwhile, I explored individual case of word recognition to show if the word story strategy could also promote the result of word recognition.
5. In the tracing analysis for all the class, it showed that the results of word recognition learning via word story strategy were better than that via common teaching methods.
6. In the tracing analysis for individual student, there were four students won better results of word recognition learning via word story strategy than via common teaching methods.
According those conclusions, the author offered some recommendations in terms of teaching and future researches.
|
author2 |
Su-hsia Yen |
author_facet |
Su-hsia Yen Shing-chih Fang 方杏枝 |
author |
Shing-chih Fang 方杏枝 |
spellingShingle |
Shing-chih Fang 方杏枝 Reflecting the teaching style of Mandarin --take example by the instruction of word recognition for junior elementary pupils |
author_sort |
Shing-chih Fang |
title |
Reflecting the teaching style of Mandarin --take example by the instruction of word recognition for junior elementary pupils |
title_short |
Reflecting the teaching style of Mandarin --take example by the instruction of word recognition for junior elementary pupils |
title_full |
Reflecting the teaching style of Mandarin --take example by the instruction of word recognition for junior elementary pupils |
title_fullStr |
Reflecting the teaching style of Mandarin --take example by the instruction of word recognition for junior elementary pupils |
title_full_unstemmed |
Reflecting the teaching style of Mandarin --take example by the instruction of word recognition for junior elementary pupils |
title_sort |
reflecting the teaching style of mandarin --take example by the instruction of word recognition for junior elementary pupils |
publishDate |
2005 |
url |
http://ndltd.ncl.edu.tw/handle/87626844212195015803 |
work_keys_str_mv |
AT shingchihfang reflectingtheteachingstyleofmandarintakeexamplebytheinstructionofwordrecognitionforjuniorelementarypupils AT fāngxìngzhī reflectingtheteachingstyleofmandarintakeexamplebytheinstructionofwordrecognitionforjuniorelementarypupils AT shingchihfang jiàoshīguóyǔkèzhījiàoxuéfǎnsīyǐguóxiǎodīniánjíshízìjiàoxuéwèilì AT fāngxìngzhī jiàoshīguóyǔkèzhījiàoxuéfǎnsīyǐguóxiǎodīniánjíshízìjiàoxuéwèilì |
_version_ |
1716847271830618112 |