The Application of the Readers Theatre in Chinese Literacy Instruction in a Special Educational Class of the Junior High School --- An Action Research

• Main Authors: Shu-Chin Liao, 廖淑卿
• Other Authors: GLORIA PAN
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/p46n82

碩士 === 中原大學 === 特殊教育研究所 === 105 === The purpose of this research is to explore the teaching process of the Readers Theatre in Chinese literacy instruction in a special education class of the junior high school, the learning experiences of the students in the process, the problems faced by the teachers in the teaching process and their solutions, the impact on the students'' reading fluency, and finally the influence of the professional improvement on the Researcher. The action research method was carried out in this study among the seven subjects of the group E, which was taught by the researcher. Overall the actual teaching went through thirty-nine lesson sessions. Through the collection and analysis of qualitative data and quantitative data five conclusions were found: First, the application of the Readers Theatre in Chinese literacy instruction in a special education class of the junior high school is made possible through progressive curriculum planning and adjustment of steps during instruction. Based on different teaching materials and teaching tasks, this research develops four detailed teaching steps when this instruction is applied. Second, teachers are able to come up with solutions to all problems during the instruction. The problems include: the lack of teaching experience in warm-up activities or games, the difficulty of students’ filling in the RT Map, the difficulty of students’ concentration on script lines discussion, the lack of students'' writing ability, the limitation of script writing time, the difficult of teamwork and oral reading, and the site constraints. Third, most students show positive attitude to the approach applied in this study. One of the most interesting teaching activities is "movie comprehension and sound games". For them, the most difficult teaching activity is "writing script lines." Fourth, students improve their oral reading fluency at the end of the study. Fifth, the researcher has improved skill in the implementation of the Readers Theatre instruction and curriculum design, teaching techniques and teaching adjustment in the teaching in Chinese literacy instruction in a special education class of the junior high school. Based on the above conclusions recommendations were given for the practice and future research.