| Summary: | 碩士 === 臺北市立師範學院 === 國民教育研究所 === 93 === The purpose of this study is to examine the relationship between the limited instructional time and the expectations of teacher on the achievement of students from reflecting on the researcher’s daily instructional activities and retrieving information from her teaching experiences, and reviewing the related literatures. The research of this study aims to understand the impact of the instructional time management on the quality of teaching and learning by implementing “Narrative Inquiry”. The relationship of“teacher’s expectations on students”and “students’performance” are two of the major concerns. The research also points out the ways to establish a meaningful and joyful learning environment by carefully arranging the instructional time management with related to“teacher’s expectations students” and “students’performance”.
The researcher uses the“Narrative Inquiry”technique. She collects data by reflecting on her daily teaching practice, observing the learning activities of her students, documenting the learning behavior and process of her students, examining the relationship between her instructional methods and the achievement of her students, and discussing the related issues with her research advisor.
According to the collected data with regard to the factors that contribute to the conflicts between teaching and learning, the researcher synthesizes and then provides the following analysis :
Analyzing the conflicts
Examine the relationship between students’performance and behaviors and teacher’s instructional behaviors: (1) the conflicts between child-centeredness and curriculum-centeredness, (2) the conflicts between sympathy and discipline, (3) pressure and counseling in resolving emotional disturbance, (4) the balance between academic learning activities and extracurricular activities that are assigned by school.
Analyze the pressure and problems concerning instructional activities that teacher received: The pressure the teacher received might result from school administrators, parents, students, and even him/herself. The teacher might be striving to find a balance among different expectations of school administrators, parents, students on him/her.
Illustrate the formation of teacher’s expectations on students: The teacher might shift the pressure that he/she received from school administrators and parents to students, in terms of placing unreasonable expectations on students.
Analyze the conflict behaviors of students: (1) emotional disturbance and conflicts, (2) argument, (3) physical conflicts. The time limit in instructional and learning activities might result into the high intensity of conflict behaviors.
Balance the teacher’s expectations on students and the demands of school administrators and parents on teacher.
While negotiating the teacher’s expectations on students and the demands of school administrators and parents on teacher, teacher should be able to allow students learn in their own pace, instead of placing extensively high expectations on students.
The relationship of curriculum and instruction is non-linear: the application of time in instruction is multi-layer.
Results：
How does time influence instructional and learning activities.
The circular influence of time: Teacher might need to make multiple judgments and decisions at the same time, because she/he is likely to use instructional time in a multi-layer way.
It takes time for children to achieve well on the tasks: teacher should be able to allow sufficient time for students to process the learning as well as for the teacher him/herself to provide quality instructions.
To develop a balance relationship between teacher’s expectations and students’ performance together with a meaningful and joyful learning environment by implementing appropriate instructional time management.
The relationship between teacher’s expectations and students’ performance should be adjusted according to the elements involved in learning and instruction, such as the individuality of students and the appropriateness and effectiveness of the materials provided to students.
Seize the characteristics of the non-linear relationship between learning and instruction.
Teaching should be closely related to children’s life experience, interests, and perceived knowledge.
Directions and results：
The suggestions tot parents and teachers
Provide meaningful and joyful learning experiences to children. Learning and instruction should also be carried out according to the learning pace of individual student.
Understand your children—listen to and respect children’s voices and choices.
The suggestions to future researchers
Method
Teacher should establish a harmonious, interactive, and mutual trust relationship with students.
Narrative Inquiry—Sincerely face the problems, clearly and openly discuss the problems, objectively analyze the problems, and listen to and respect children’s voices and choices.
Directions
Implement studies from different angels, for example, culture and time management.
Investigate the multi-layer application of time in depth.
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