An Action Research of Implementing the Model of Imaginative Teaching and Learning in Kindergarten

• Main Authors: Lin, Jung-Ju, 林容如
• Other Authors: LIU, GUANG-SHIA
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/qzp9c5

碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士班 === 105 === Abstract This study aims to explore the effectiveness of using an imaginative teaching model to inspire preschoolers’ imaginations in order to analyze their learning achievements after experiencing action teaching. This study also details teaching reflections and professional development. Action research was performed to implement a two-month teaching curriculum among 3 to 5-year-old preschoolers. Research tools included the “Vividness Grading Scale for the Analysis of Imaginative Thinking,” “Teacher Observation Logs,” “Teacher-Child Conversation Logs,” “Teaching Review and Reflection Form,” and other qualitative data. The following results were obtained: 1.The imaginative teaching model should be dynamically adjusted according to the subject, and strategies with diverse stimulations can be adopted. Preschoolers should be given sufficient time for independent free exploration based on the factors related to the teaching environment. 2.The imaginative teaching model can modify the egocentric cognitive concepts in preschoolers, enable them to achieve emotional satisfaction, and enhance the connections in their life experiences, effectively improving their imagination outcomes. 3.During the process of action research, the authors learnt about the flexible application of the imaginative teaching model according to the subject content and the preschoolers’ learning experiences. In addition, the authors also gained insights on curriculum design and teaching skills that provided the opportunity for professional growth and reflection.