Design and Implementation of a Thematic Teaching Related to the Areca Nut

• Main Authors: Tseng Shih-chun, 曾世君
• Other Authors: Chang Mei-yu
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/13276814391125483990

碩士 === 國立新竹師範學院 === 國民教育研究所 === 88 === Design and Implementation of a Thematic Teaching Related to the Areca Nut Abstract The purposes of this qualitative case study were as follows: (1) to compose a thematic teaching design related to the areca nut, (2) to understand the process when a teacher implements it in a fifth grade classroom, (3) to understand the factors that affect his implementation. Data was collected through observations, formal and informal interviews, documents, and a questionnaire. The conclusions of this study were summarized as follows: The teacher always uses questions to guide his students, the way the teacher did was similar to the Socratic method of dialegesthai. The teacher-students interactions in the class were cyclic processes including ask-check-feedback-ask. Besides, the teacher liked to use analogical reasoning. Thus, “Guiding” was the main teaching belief of the teacher that affected his teaching behaviors and adapted this design. Due to the limitation of the schedule, the activities of instruction, and the interactions of teacher and students were in a hurry. However, the students’ attitudes toward this teaching were positive. The students liked the content of this design and the way of the teacher’s teaching. The students felt they learned most in debris flow and oral cancer. The process of the teacher made this design in practice has three phases─groping, planning, and teaching. The factors that affected his implementation including hidden curriculum, the transition time about this design, negotiation with the researcher, and the teacher’s teaching belief. Keywords: thematic teaching, case study