The Action Research of Language Teaching Strategyin KindergartenThe Action Research of Language Teaching Strategyin KindergartenThe Action Research of Language Teaching Strategy

• Main Authors: HUANG MAU HSIEN, 黃邁賢
• Other Authors: LU SU-XING
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/76bxx2

碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 97 === The Action Research of Language Teaching Strategy in Kindergarten Abstract The study adoptes the action research approach.The research participants include 16 children, and the researcher who is a kindergarten teacher. All researchers are in the kindergarten attached to a primary school of Kaohsiung County. The research purposes are as the following: (a) the changes in the language teaching, and (b) the reflection in developing the professional knowledge language teaching in kindergarten. The findings of the study are summarized as follows: First: Language Teaching Strategy As solving the difficulties in language teaching, the researcher applies four teaching strategies (1) drills for language, (2) experimental teaching of recognizing Chinese, (3) storybook reading, and (4) learning form the activity - the principle of Whole Language Method. Second: Teacher's Professional development To increase the effect of language teaching strategy, the researcher experience four developmental stages: (1) the researcher of this study ignored the importance of children' language learning, (2) the researcher realized the importance of children' language learning, (3) the researcher noticed the children' innate language learning ability, (4) understanding how children acquired language. Pedagogical recommendations for the use of peer evaluation in EFL classrooms are provided in the end. Keywords: Teacher's Profession Development Whole Language Method