Study on Instructional Representation of Elementary Teacher in Integrated Curriculum~Take Example of “The Beauty of the Natural Ecology on Campus”

• Main Authors: Hsia Ying-tzu, 夏應慈
• Other Authors: Huang Hon-po
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/75954325074880835379

碩士 === 臺中師範學院 === 自然科學教育學系碩士班 === 92 === A one-year research probes into instructional representation of elementary teachers in integrated curriculum. This research adopts case study by developing a curriculum model to study the two employed experimental teacher’s instructional representation, through interview, classroom observation, and data to analysis their similarities and differences on instructional representation, as well as collecting correlative factors as affecting the adoption of instructional representation. Major findings are as follows: I. Both teachers’ styles of instructional representation consist of illustration, example, multimedia exhibition, praise or encouragement, remind and hortative, question & answer guide, observation, manipulation, group discussion, presentation, creations, result exhibition, and etc. These styles of instructional representation can be sub-divided into three categories by the extent of mutual participation of teacher and students as Mainly Teacher, Student-Teacher Interactive, and Mainly Students. Most representation that were used by science teachers in the past, such as simple verbal illustrating, metaphor, analogy had rarely been observed in this study. Yet, the instructional representation of student-orientation style was more often found, which is one major difference from the past research. II.Both teachers’ instructional representation were rich, diverse, and student-orientation most of time. They initiate students’ interest and opinion by flinging questions, or learning of groupcooperation. Also sophisticatedly deployed multimedia for teaching, encouragement, and remind to construct a merit atmosphere for the classes. By the influence of content knowledge, and pedagogical knowledge, although both teachers used the same instructional representation , there would be different way of presenting, so were the outcome. III.The factors that may affect instructional representation are: teaching preparation, revision after teaching, teacher’s belief,school facility, ecological resources of school, desk work execution reference of student preparation in the past, the aid from professional communities, and time-arrangement. By above findings, the reseacher offer practical advices for teachers schools, and education institutions.