| Summary: | 碩士 === 臺東師範學院 === 教育研究所 === 91 === Amid the quick development of education reforms in recent years, the education system is entering a very important phase. “Teaching Innovation”, “Innovative Teaching”, and “Creative Teaching” are the focuses of the Curriculum Reform. The main goal of Curriculum Reform is to provide students, through designing and studying of curriculum and teaching methods, with plentiful and diverse learning environment and opportunities. The purpose of this study is to discuss the Teaching Innovation Study conducted by a 5th-Grade Society teacher on 34 students, 17 boys and 17 girls, of Grade 5 Class 2 in the Tung-Hai Elementary School. Observation, interview, and collecting the students’ relevant documents are adopted as the primary research methods along with tape-recording, on-site note-taking, and the reflection of the teacher’s teaching methods as supporting methods. This case study is conducted 3 times (in 3 periods) a week in totally 8 months, spanning from October, 2002 to the end of April, 2003, and is intended to understand the influences of this 5th-Grade Society teacher’s Teaching Innovation progress upon the curriculum teaching, teachers themselves, and the professional growth of the students and teachers. The result of the study can be a reference for the practice teachers.
Based on literature review, development and practice, and the analysis and discussion of Innovation Curriculum, this study discusses a 5th-Grades Society Teacher’s process and progress of practicing Innovation Curriculum. The result of practicing Teaching Innovation proves that the practice of Teaching Innovation relies upon teachers’ enthusiastic and active participation in reforming the curriculum and teaching methods. To students, teachers’ practice of Teaching Innovation also contributes to their performance of learning. Here the conclusions of this study are presented as follows:
1. The new strategy of adopting Teaching Innovation in Curriculum and Teaching methodology is intended to establish a student-based learning environment, provide a diverse teaching strategy, diverse ways of offering classes and teaching activities, and emphasize the value of knowledge and the meaningful process of learning how to learn.
2. The interactive growth of Teaching Innovation and the students’ learning must be focused on students and the interactions of teachers and students, in order to foster the growth of students’ cognition, affection, and activity.
3. When teachers work on Teaching Innovation, their active participation has to be carried out through trying, breaking through, and accumulating knowledge and abilities, in an attempt to play the pluralistic role of a teacher practicing Teaching Innovation.
4. An open-minded and flexible role of the teacher, who is able to create a learning environment where the teacher and students are learning together, is more likely to overcome the difficulties in practicing Teaching Innovation
5. Teaching Innovation develops teachers’ sensitivity, observation, reading-thinking, action introspection, creativity, and enhances teacher’s professional growth.
In addition to the discussion of the fore-mentioned conclusions, this study also brings out in the end some suggestions to the present teachers in the aspects of the teaching, school administration, and future studies.
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