The research on the teachers’ teaching images in the expressive art activities for the kindergarten children

• Main Authors: Yang, Yu-Lan, 楊玉蘭
• Other Authors: Lin, Yu-Wei
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/58615387118832270615

碩士 === 國立臺灣師範大學 === 人類發展與家庭研究所 === 92 === This research is to explore how the teaching images engaged in the expressive art activities for the kindergarten children, so as to (1) understand how teachers manifest their teaching images in those art activities; (2) analyze which factors might impact their teaching images; (3) explore how teachers accommodated themselves to the difficulties emerged out while they applied the teaching images. In order to meet all the alleged research purposes, we took the approach of qualitative research and based on two experienced early childhood teachers---Ms. Pau and Ms. Bei---who would be our informants. We would use methods such as participating-observation, interviews and relevant documents to collect all the information needed. The main findings this research discovered include: 1. These two early childhood teachers hold a set of teaching images which influenced their classroom practices in children’ expressive art activities. 2. The teaching images Ms. Pau and Ms. Bei used in children’s expressive art activities might be inter-affected by their personalities, early experiences of life and learning, and prior teaching experiences for young children. 3. Early experiences of life and learning might be the crucial influences that affected their teaching images. But the teacher educational training had less impact on Ms. Pau’s teaching image, and it’s the indispensable factor that affected Ms. Bei’s. 4. Though the adjusting processes of Ms. Pau and Ms. Bei are different, their teaching images are quite stable, no matter how the teaching situation varies. 5. Reflection is the crucial factor for teachers to adjust and improve their teaching skills when they confront problems. 6. Good partnership let the classroom practices of Ms. Pau and Ms. Bei own their individual features of teaching image, display their specialties and illustrate a style of complementary partnership. 7. Through the teaching images engaged by Ms. Pau and Ms. Bei, the characteristics in children’s expressive art activities they illustrated includes: (1) helping young children to transfer their mindsets and concepts to picturesque symbols; (2) helping children to experience the surrounding environment with aesthetic genre so as to develop perceptual ability and aesthetic sensitivity; (3) by way of DIY experiences, help children to develop the abilities of exploring, observing, self-directing and problem-resolving; (4) give opportunity for young children to explore the characteristics of fine art materials and kits. In the end, we followed the outcome of this research to put forward some relevant suggestions to early childhood teachers as well as teacher education institutions and future researchers.