Case Study on the Scientific Inquiry Teaching Implemented by Kindergarten Teacher

• Main Authors: Wu, Ling-Ling, 吳聆綾
• Other Authors: Chen, Shu-Min
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/10714186680297411519

碩士 === 國立屏東大學 === 幼兒教育學系碩士班 === 104 === This paper aims to explore the influence of a kindergarten teacher with 19-year teaching experience after participating in the team of scientific inquiry teaching, and to study the difficulties of the teacher in conducting scientific inquiry teaching mode as well as her reflections after the teaching. With qualitative research, the methods for collecting materials by questionnaire, interview, classroom observation and video recording as well as the teacher’s original videos of scientific teaching, video records by the scientific inquiry teaching team, and also relevant scientific teaching documents. Besides, the video and audio files are transferred into word files for sorting and analysis. The findings include: 1. After participating in the scientific inquiry teaching team, the teacher made some changes in the guidance pattern and teaching course arrangement. In terms of the guidance pattern, it uses less direct guidance, step-by-step verification and close-ended questions but more teaching situation. For teaching course arrangement, it starts using diversified strategies in teaching and conduct researches on the same concept again and again. 2. Before implementing the scientific inquiry teaching, the primary difficulty lies in the preparation of teaching materials. But in scientific inquiry teaching, the insufficient teaching personnel, time limitation and pressures as well as the proportion of teacher’s introduction and guidance are the three major difficulties. After the scientific inquiry teaching, the teacher stated that it is quite challenging and requires experience. In conducting inquiry teaching, the teacher thought she was still in the dominant position, so it is necessary to enhance her professional ability, scientific concepts and exercise arrangement ability.