Study on The Process of Implementation of The Creative Teaching Programs of “GreaTeach” Teachers for Elementary Schools in Tainan

• Main Authors: Su-jhen Li, 李素珍
• Other Authors: Jia-chun Xiao
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/88521987769103784548

碩士 === 國立臺南大學 === 教育經營與管理研究所碩士班 === 100 === This study aims to investigate the creative teaching process of the teachers that won prizes of “GreaTeach” national creative teaching award competition. Methods adopted in this research were conducted through semistructured interview, and the researcher takes the award of the GreaTeach 2008-2011 as examples. The themes of this research includes motives, professional knowledge, school support system, the organization and operation of the teaching teams, the difficulties of teaching and how to resolve, and teaching methods. The researcher investigate the study through the teachers'' perspectives The conclusions of this study are as follows: 1. The teachers that won prizes of “GreaTeach” can change the original teaching idea , update teaching methods, make teaching and learning activities richer and improve the quality of teaching. 2. The teachers'' professional knowledge can maintain the quality of teaching. The teachers are school curriculum experts and they can use teaching aids to demonstrate their profession. 3. A school support system provide teaching equipments and the environments. Therefore, the teachers engage in creative teaching activities and course plans likely. 4. The organizational effectiveness of the teaching teams refers to the following: leadership effectiveness of the teaching teams, the ideas of the teachers and how to cooperate. 5. The problem-solving processes of the teachers help to improve the effectiveness of the teaching teams. 6. Through pooling the wisdom of the teachers, the creative ideas of teaching are better and better. Based on the above-reached conclusions, the researcher offers concrete suggestions as follows: 1. The “GreaTeach” teachers have intrinsic motivation and extrinsic motivation to engage in creative teaching programs. Upgrading the teachers'' intrinsic motivation and synergic motivation can increase the effects of creative teaching and help students to learn. 2. To improve the professional knowledge, the “GreaTeach” teachers participated the creative teaching programs. The researcher offers some suggestions that it is more important to value the quality of learning and help the students in an inferior position. 3. A school support system should provide manpower, material resources and financial resources. Making the learning environment better can increase the effects of creative teaching. 4. Most of the “GreaTeach” teachers belong to the same school. The researcher offers some suggestions that the organization can contain the teachers of other schools, community groups, Non-Governmental Organization and some foundations to increase the effects of creative teaching teams. 5. The problem-solving processes of the “GreaTeach” teachers are positive. The researcher offers the suggestions that it is important to collect files of the great teachers'' teaching. Through classifying, Saving, Sharing and using, the experiences can keep for a long time. 6. The “GreaTeach” teachers should consider the needs of the schools and reflect a single individual and groups. Through pooling the wisdom of the teachers, they can find the most suitable model to teach. It is not suitable to imitate others'' methods and teaching activities. 7. The “GreaTeach” teachers need the school support system to assist teaching and learning activities. It is important to build a good teaching environment. The schools and the higher authorities should reward the “GreaTeach” teachers, and that will enhance sense of honor and promote professional growth.