「教師即研究者」之行動研究：故事教學在低年級教室之實施

• Main Author: 洪銀杏
• Other Authors: 沈添鉦
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/18222516645194921966

碩士 === 國立嘉義大學 === 國民教育研究所 === 89 === Abstract This study investigates the teaching activities designed based on stories. In this study, the current difficulties for implementing story-teaching in educational environment are explored. Also, the research’s growth and change are found during the process of this study. This study is a case study based on one first-grade classroom implementing story-teaching for one semester. Based on action research method, the researcher and research group design and carry out story-teaching in the classroom. Then, the results are collected and analyzed by using observing, recording, taking notes and so on. According to the information we collect, the main research results conclude: (a) the activities in story-teaching should fit students’ abilities and interests and a successful activity in story-teaching relies on its diversities; (b) after implementing Nine-Year Constancy Curriculum, it makes possible implementing story-teaching in the first-grade classroom, because teachers are more autonomous for designing their own curricula; (c) teachers are learners, which means that participating in implementing story-teaching facilitates teachers to improve their professional knowledge; (d) a complete evaluation of effectiveness of story-teaching needs the further study. The conclusions which the research provides could be very useful references for theory and implication of implementing story-teaching in the classroom. Key words: story-teaching, action research and story