| Summary: | 碩士 === 國立台北師範學院 === 課程與教學研究所 === 88 === An on-site inspection of the current primary school environment would shed light on an important fact: the Chinese language teaching is still pivotal in the overall primary school curriculum. The present-day Chinese language courses of primary school consist of reading, speaking, handwriting and composition; among them, reading stands out as an extremely important element and serves as the foundation for building up the other three abilities. Primary school children have the best plasticity in terms of education. Moreover, language is the basis for all other subjects of school education. If a schoolchild’s linguistic development is deficient, it will negatively affect the child’s learning of other subjects in school. Therefore, our reading course should not only focus on the enhancement of children’s linguistic competence but also aim at paving the way for children to learn other subjects. However, the reading course has been overlooked in the primary school curriculum for a long time. The philosophy “it is better to teach one how to fish than just feed one with fish” is applicable here. When it comes to educating our next generation and equipping them with the ability to adapt to the ever-changing world in the future, it is of paramount importance that children must learn how to read and thereby they will be able to conduct self-study wherever necessary. The reading course is, indeed, an important subject in the primary school.
This research was conducted by a team, composed of the author and two other co-teacher-researchers. All three teachers cooperated on the team, learning from each other and designing together the curriculum and teaching activities for the guided Chinese reading course with a view to establishing a model and methodology most appropriate for teaching reading in our classes. In the process, we adopted the action research approach which creates an environment enabling the teacher and pupils to interact with and learn from one another and constantly reviews the situations and revises the teaching methods. Our purpose was to find out the stimulating factors and limitations of the course and then to overcome the flaws of the guided reading course in the primary school. By putting theory into practice, we hope to contribute to the enhancement of primary schoolteachers’ ability to teach the guided reading course. Ultimately, we want to live up to the ideal -- “A teacher is a researcher.”
Key word: reading course ; action research
|
|---|
