Analysis on Applying Teaching Strategy for an Elementary Teacher to Natural Science and Life Technology Areas---Using the Aquatic Organisms Unit as an Example

• Main Authors: Chen Yu-Lin, 陳玉齡
• Other Authors: Hsiung Tung-Hsing
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/w66d4r

碩士 === 國立臺東大學 === 教育研究所 === 94 === Abstract This research aimed at discussing the application of student-centered teaching strategy in the area of natural science and life technology. Through the student-centered research method to analyze teacher whose (1) concept of teaching design; (2) teaching strategy used in the class; (3) method of evaluating students’ performance; and (4) teaching mold of the case study teacher. The results of the research indicated that: (1) there were two aspects in the concept of teaching design of the case study teacher, one was based on “theme research” activity which focused on the content of teaching, the other was emphasized on teacher-student interactive “board mold teaching”; (2) as for the teaching strategy, the case study teacher used picture and field trip strategy to assist students in exploring the relevant subjects, and used the teaching medium and composition teaching strategy to lead in the scientific concept, and then to accomplish the application of scientific concept under aquarium cultivation and strategy of integration report. In addition, the case study teacher also used a two-way dialog and language scaffold and the peer scaffold when teaching in class; (3) there were two evaluation methods for the case study teacher: formative evaluation and summative evaluation. The formative evaluation contained the homework, class notes and theme research report. In addition, from the observation of the formative evaluation in this research, students who were under the case study teacher’s teaching method have produced a better and effective class performance; (4) the teaching method of the case study teacher in student-focused teaching was based on the “group corporation.” It is weaving into teacher’s activity in “teaching” and student-centered learning “activity.” The author analyzed the teaching flow of the case study teacher in student-focused teaching and came up with the following six teaching procedures: setting up a unit learning concept, arranging extended activities, applying science teaching concept, collecting related supplementary data, integrating scientific knowledge, and forming scientific concept. This research was based on the researching process analysis, and then the author generalized a case study teaching mold which is based on the “student centered” and combined “board mold” and “scaffold” theories etc. as a reference to teachers whose main teaching focus is on scientific areas.