The Dual Pursuit of An Action Researcher: the Improvement of Instruction and the Recognition to Action Research

• Main Authors: Thie-tzuen Pan, 潘世尊
• Other Authors: Der-long Fang
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/58890940907497230142

博士 === 國立高雄師範大學 === 教育學系 === 91 === At the beginning of the action research, the purposes I tried to reach were: 1. to improve my personal recognition to action research; 2. to clarify and solve the problematic and some insufficiency of my instruction. The first purpose is prior to the second, because of knowing what to do action research was the first problem I faced with at that time. After one semester, my intents varied with our changing theme we explored. The first and prior intent was to construct and propose some personal viewpoints about the instruction of Mandarin Chinese. The reason I especially emphasized on this was that I have never explored the teaching of Mandarin Chinese. Knowing how to teach Mandarin Chinese became the most important and interesting question I want to solve. Under such a condition, to improve the recognition to action research became the minor one. Although the emphasis and priority of my intents were not entirely the same at different stages, the methods used didn’t change. The main method was to consistently reorganizing my own thoughts about instruction and action research by means of self-reflection. When the action research guided by me ended temporarily, my intents were: 1. to present and reflect the process that I improved my own recognition to action research, and propose some personal viewpoints about action research based on the reflection. 2. to present and reflect the process that I improved my own thoughts about instruction, and propose some personal viewpoints about instruction based on the reflection. The viewpoints about action research proposed finally contain three dimensions such as follows: “What is action research?” “How to do action research?” “Why do we do action research?” The viewpoints about instruction proposed finally aimed at the teaching of Mandarin Chinese of the second grade. Including the teaching purposes, materials, procedure, and methods, as well as the preparation what a teacher should have before class.