| Summary: | 碩士 === 臺中師範學院 === 語文教育學系碩士班 === 91 === ABSTRACT
The Grade 1-9 Curriculum centers on students’ life experiences and aims to equip them with practical and basic abilities through integrated activity-based courses. “Interview Teaching Activity” is already included in the activities of the Mandarin Course to develop students’ listening and speaking abilities. However, due to the lacks of time for practical exercises, a complete and systematic teaching methodology, and a substantial evaluation standard, teachers are often frustrated in adopting this teaching activity.
This study is specially conducted on the researcher’s students, who are instructed to engage in practical interview activities. By the aid of class records and teaching practice, this study is to understand the experiences and the difficulties of implementing “Interview Teaching Activity” on the 5th and 6th grade elementary students. Besides, questionnaire survey, document analysis, and practical interviews are adopted in observing the changes on students’ abilities and understanding the perspectives of students and parents on Interview Teaching Activity, in an attempt to further evaluate the impact of Interview Teaching Activity on the development of student’s basic abilities as well as its application to the Grade 1-9 Curriculum.
This study is divided into 3 recurring phases in totally 2 years. In the 1st and 2nd phases, 2 group interview activities are held. In the 3rd phase, there are 5 focus-figure interviews. The students are thus able to experience different types of interviews. Before each interview, students are instructed to draft up a plan in advance, which includes the arrangement of interviewers, questions, team work distribution, and proper manners for inviting the interviewees. In addition, they have to be equipped with some prerequisite knowledge, such as the manners required for asking and listening during the interview, preparation for equipments and tips for using them, how to gather information, the manners required at the end of the interview, and etc. Afterwards, group performance presentation meetings will be held after the interviews, to help the students learn from others and examine their weaknesses. The 2nd group interview, conducted after the students revise their plans, gives them another opportunity to enhance their skills. At last, the 3rd action is to utilize the resource of their parents by turning an interview into a press conference. All of the students have to interview one parent as the focus figure, totally five times, in order to solve the lack of their interviewing skills.
The result of the study shows that Interview Teaching Activity is highly evaluated by the parents. It helps the students develop individual pluralistic abilities and the skills of cooperation, build the concept of career-planning, and realize a successful learning experience. On the other hand, the parents also help them learn from the activity, which broadens their horizons, foster the sense of teamwork, develop pluralistic abilities, and create a fulfilling and meaning learning experience.
Interview Teaching Activity, albeit based on listening and speaking, also requires reading and writing skills. Thus the substantial and realistic language learning not only meets the spirits of course integration but also enhances students’ listening and speaking abilities. Furthermore, it promotes a comprehensive improvement of language abilities in every aspect (i.e. listening, speaking, reading, and writing) as well as the expansion of their knowledge by combining the learning of the subjects including Arts and Humanities , Science and Technology, and Integrative Activities. Issues like Gender Education, Information Technology Education, Career Development Education can be included as well in order to develop the 7 basic abilities─“Expression, Communication and Interaction”, “Respect, Care, and Teamwork”, “Planning, Organizing, and Practicing”, “Appreciation, Presentation, and Innovation”, “Utilizing Technology and Information”, “Career Planning and Lifelong Learning”, and “Active Exploration and Research”─and present the spirit of the Grade 1-9 Curriculum.
The designing and planning of the learning areas and flexible learning hours of Integrative Activities under Grade 1-9 Curriculum makes it possible to conduct the activities on the site disregarding the limit of time. Therefore, Interview Teaching Activity is very valuable and effective teaching strategy that is able to carry out the spirit of the Grade 1-9 Curriculum in a substantial manner.
The final chapter of this study offers suggestions about the timing of practicing Interview Teaching Activity, prerequisite knowledge of conducting interviews, selection of interviewees, the school administration, and future studies, in a hope of gaining attention to and substantiated practice of the Interview Teaching Activity.
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