The Study of Elementary School Teachers' Coping Methods to Grade 1-9 Chinese Language Curriculum Innovation

• Main Authors: Hua-Hsin Wu, 吳華馨
• Other Authors: Yi-Fang Pai
• Format: Others
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/wd83j2

碩士 === 國立東華大學 === 課程設計與潛能開發學系 === 100 === Since the introduction for Grade 1-9 Curriculum Chinese Language Innovation in order to make the curriculum more suitable for this stage of education the current situation continues to adjust the syllabus, But the teachers of the first line in the educational field for Grades1-9, feelings and views of the Chinese language curriculum innovation is one of the purposes of this study；When teachers face this , they would adapt which method to response；In addition, what factors will affect the teachers' coping strategies, is the third of study purpose. Based on the research purposes that we have mentioned, to gather relevant literature, explore the Grade 1-9 Curriculum Innovation revised background, purpose and spirit respectively, and curriculum innovation connotation, on the other hand, we also discussed the current situation the transformation of the Chinese Language Education and teacher education. Teachers of related research should be compared to explore the teachers on how major changes in education and coping factors. Researchers purposive sampling to select three elementary school teachers from different schools and periods. Research methods are interviews, participant observation, supported by relevant documents, discussion and analysis and research data and related literature, the conclusion is as followings: 1. Elementary School Teachers doubt first and become compromise for Grade 1-9 Chinese language Curriculum Innovation policy, the most important focus for them is still the students' learning conditions. 2. Different teachers with different “integration”of cognition, it’s difficult to integrate Chinese language and other subjects. 3. Teachers’ teaching models are still more emphasized on the surface of knowledge and understanding, without more changes in curriculum innovation. 4. According to the students' learning conditions, teachers give the extra-curricular supplement can enhance the effectiveness of learning. 5. Teachers' educational experience of an enormous impact on the Chinese language courses. 6. School leaders’ focuses on the Chinese language, and concerns from outside to the Chinese language will affect the teachers how to run the curriculum. According to the above conclusions be recommended as follows: 1. The recommendations of Chinese language teaching: get rid of the written tests, student learning outcomes assessment through the diversification of view, and multi-examine our own teaching content, do not let the rigid teaching obliterate Chinese language of the students' interest in learning. 2. Chinese language Guidelines micro adjustment proposal: should be combined with life by designing a program, more of the evaluation methods and curriculum changes. Student learning is not only limited to the classroom, are still capable of practical application of life, increase their enjoyment of learning and achievement. 3. School administrators suggestions: school authorities on the occasion of the curriculum innovation, should communicate with the teacher, ask the needs of teachers, and curriculum innovation, meeting to discuss or organize related issues forum to address teachers' concerns and worries for the first play to help teachers implement the curriculum innovation role. 4. To teacher training institutions: the teacher training institutions with the education reform, set up or modify the teacher education curriculum to facilitate student teachers into the workplace quickly should be educated to the current situation. 5. Future research suggested: the relevant Chinese language courses can be for a single case of teachers in-depth interviews and observation, in-depth teacher implementation of the mentality of Chinese language teaching. Or design a questionnaire for quantitative research, the gap between the teachers' curriculum implementation and student learning outcomes; the teacher study the current status of Chinese language teaching reflect the teachers' point of view, the future is also available for students or parents' point of view, Chinese language teaching to reflect the different points of view, the Chinese language teaching more attention.