| Summary: | 碩士 === 臺北市立師範學院 === 國民教育研究所 === 93 === Towards the Project Approach:An action research of a kindergarten teacher
This research aims at seeking for the possibilities of breakthroughs in the researcher’s teaching through the process of the researcher’s action research. The researcher hopes to modify the teaching method from the unit/corner teaching and traditional textbook teaching to the project approach which stresses on children’s interests or experiences.There are three objects in this research: to examine the researcher’s transforming process from unit teaching to project approach; to improve the teaching skills through the action research; to provide the researcher’s experience for teachers who are interested in project approach.
This research lasted three academic years from academic year 2000 to 2002. The research period started in February 2001 and ended in June 2003. The research involved collaborative teachers and children from three different classes. The researcher learned through the following experiences while transforming into the project approach.
1.The understanding of “situation” in the project approach: the researcher gradually understood the meaning of “situation” in the project approach when the researcher guided children into the construction process.
2.The realization of implementing the project approach: in the process of project approach, the researcher found a new meaning for the role as a “teacher”. Meanwhile, during this process, the researcher improved teaching skills and changed teacher’s perspective. The researcher also re-examined the strengths and weaknesses of each child.
3.The limitations in the project approach during the implementation: project approach was just a part of the whole people education in kindergarten. The teaching process mainly focused on the children’s knowledge construction process, but neglected the sentimental aspects such as personality and artistic sense building during the learning process of children.
4.The inspiration of the action research process: apart from the above findings, the researcher also experienced the process of self-exploration, learned to communicate with herself as well as understanding her own meta thinking.
5.To gain from the writing process: the researcher was able to understand how to organize her own thoughts and think logically while writing the dissertation.
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