The Action Research on Teaching Practices derived from a Reading Workshop for Fifth-Grade

• Main Authors: Mei-Shu Lin, 林美淑
• Other Authors: 簡翠貞
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/68719833114086940641

碩士 === 國立新竹教育大學 === 人資處語文教學碩士班 === 95 === When dealing with early childhood education reading is the core of education and learning. Reading is a vital process for promoting language ability. This research tried to use a series of planned teaching activities integrated into the reading workshop and put them into practice on fifth-grade elementary school children. The research aimed to find out students’ attitude towards the reading workshop, to understand the beneficial result that the workshop contributed to elementary school students’ reading comprehension, to understand the role that a teacher plays while teaching and how the role may change, and finally to come up with a conclusion of the limits and suggestions of teaching practices when dealing with reading. The conclusions are as follows: 1.As long as a teacher is willing to devote herself to teaching reading, it will be quite helpful to change the students’ negative attitude to positive one. 2.The reading workshop showed that the teaching process has enhanced children’s reading literacy and reading comprehension with results showing equal effect on both girls and boys. 3.The teacher plays a critical role: A teacher can be very popular by giving explicit explanations and kindness, by giving student-centered lesson plans which let them be able to move around, by choosing books children like, and by changing the physical learning location in order to give a student different visual stimulation. A teacher who holds the children-centered educational ideology will be a popular teacher in children’s eyes. 4.The limitations of a teaching practice for a reading environment can be improved through the enhancement of a reading strategy, whereby the concern focuses on a story’s characters, the improvement of information management ability, the elimination of premeditated mysteries and the improvement of self-deficiency. Finally the research made suggestions for administration, administrative heads, teachers and future extended researches dealing with early childhood education.