建構取向教學中教師引導之個案研究

• Main Author: 李映萱
• Other Authors: Lee,Ming
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/95670056281575945457

碩士 === 國立政治大學 === 幼兒教育所 === 91 === Abstract By means of qualitative research, this study is to explore the ways in which a kindergarten teacher carried out constructive approach teaching. In addition, it also investigates how, when, and why Miss Yi (nickname) used that approach in class. The research data were obtained by making observations and interviews, collecting relevant documents, and taking reflective notes. Then, the researcher consulted Strass and Corbin’s analytic procedure to analyze the data. The consequences of this study are as follow: first, in order to comprehend Miss Yi’s philosophic beliefs in teaching, an account of her guidelines for constructive approach teaching is given. Next, nine patterns and eleven cases are presented to demonstrate Miss Yi’s teaching strategies─how, when, and why a certain method was adopted to guide students. Finally, the nine patterns are studied to analyze Miss Yi’s instruction guidance. In the aspect of how to guide, Miss Yi manipulated language, action, material, and context according to different situations. As to when to guide, Miss Yi decided to intervene when she had to help construct children’s prior experience, when children felt so frustrated that activities could not proceed, and when children were not interested in activities. In regard to why, Miss Yi would take children’s ability and interests into consideration; on the other hand, Miss Yi’s teaching beliefs and professional knowledge would also account for her guidance. According to the observations and analyses mentioned above, the researcher draws five points for conclusion and further discussion: 1.Although teaching responsibility has been transferred, the role of teacher cannot be neglected. 2.Principle of activity─whether children can be led to be more active by a teacher. 3.Principle of adaptability─a teacher should provide many ways for children to construct “reality” on their own. How should a teacher view children’s prior experience? 4.Principle of development─a teacher should learn to “wait.” 5.Constructive approach teaching is not a fixed “teaching model.” At the end, the researcher offers several suggestions to teachers who practice constructive approach teaching and for future research: the interaction between teachers and students in constructive teaching and learning, the influence of reflective thinking on constructive approach teaching, and the study of knowledge construction in other different fields.