Quiet Classrooms: A Study of Classroom Learning Community in Life Curriculum Course

• Main Authors: HSU,JUI-CHI, 徐瑞琪
• Other Authors: KUO,JIN-SHOEI
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/a4vjuy

碩士 === 國立臺北教育大學 === 社會與區域發展學系碩士班 === 105 === The research analyzes the implementation of learning-community teaching method based on observations from life curriculum course in a metropolitan elementary second-grader classroom, representing a different aspect from the current implementation of inclusive education. As managing the class, the teacher merges together different teaching strategies and learning tools in order to flip the focus from the teacher to the students. Positive classroom culture is cultivated as classroom rules are respected by both the teacher and the students, and the students develop self-learning abilities via learning tools. The source of this research includes teacher’s journals as well as students’ works, questionnaires, and reflections. The research discusses the main questions about conflicts, contradictions, and the process of expansive learning as quietness of the class is formed. The aspects representing through the discussions based on educational theories including the zone of proximal development, scaffolding, observation learning, and activity theory are a breakthrough from the previous studies. The results of the research are as follows: 1. Notes-taking, mind-mapping, and group-collaborative activities are used in teaching to run the classroom. Extensive reading and individual consolations quiet the class as the students share the responsibility of class management by respecting classroom rules. Tokens system, though remain influential among the students, functions as a tool to allow the students to surpass themselves in learning their responsibilities. 2. The teacher begins to seat the students in a horseshoes shape when the students have acquired basic listening and writing abilities. The leader of a group is formed naturally. The acceptability of learning collaboratively in a group is high among the students. Life curriculum course introduces collaborative-learning to the students, and further activates their self-reflecting abilities. The achievements are beneficial for establishing inclusive education among the students. 3. The role of the teacher and the students gradually changes. Inclusive education is further developed when the teacher guides the students to think beyond rewards and punishments, and when under these circumstances learning models are formed through peer influences. Self-reflecting by observing the class enables the teacher to cultivate educational values and profession from a different aspect. 4. The implementation of the activity theory reveals that inclusive education is still immature in many aspects. Different from the researches of the past, the action research on inclusive education based on collaborative learning method is a valuable reference.