A case study of general teaching dilemma in teacher planning--An example of the sociolgical teaching in fourth grade

• Main Authors: CHI-TA TSAI, 蔡啟達
• Other Authors: Yu-shia Guo
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/58561096666760964387

碩士 === 臺中師範學院 === 國民教育研究所 === 91 === There are two main purposes of this study：First, I analyze the concept of teacher planning by reading literature. Second, I explore one elementary teacher planning that qualitative approaches with interviews, participant observation, stimulated recall technique, and document analysis were employed to collect the data. The main findings of this study are listed as follows： 1. The concept of teacher planning means the mental process that the teacher may encounter when the general teaching dilemma happens the process includes problem finding, problem formulation/ solution, implementation, evaluation, and routinization of the process. The main purposes help the teachers to solve the general teaching dilemma and improve the learning effect. 2.The teacher find that the source of the general teaching dilemma comes from the characteristics of the students, the teaching circumstances, the teaching methods, the teaching materials and teaching problems. 3.Because of the many differences in the content of the teaching material, so that it''s also very different when the teacher faces with the general teaching dilemma in the domain of the sociology. 4.When the teacher thinks about the factors of the initial problem conception, there are seven components：the teaching materials, the characteristics of the students, the teachers, the parents, the teaching goals, the teaching circumstances and the teaching methods. The most thinking factor is the characteristics of the students. 5.The teacher should think about the factors of the initial problem conception from the different ways. 6.When the teacher thinks about the factors of the tentative solutions, there are four components：the factors of the students, the teaching effect, the feasibility and the content of the teaching. 7.The teacher thinks about the factors of the tentative solutions related to the differences of the teachers´experience and special skill. 8.When the teacher makes the solutions later that he can do adaptation to reduce the problem and flow the teaching. 9.Because the teacher thinks over the process so carefully that the factors of the tentative solutions are very feasible and successful before the teaching. 10.The factors of the tentative solutions are very feasible and successful because it relates to the nature of the sociology and the experience of the teacher. 11.The formulation solutions of the teacher become the knowledge and experience for further study. Key words：teacher planning, general teaching dilemma, the domain of the sociology