The Exploration of Action Research--The Experience of a Kindergarten Teacher

• Main Authors: Ing-wha Wu, 吳嫈華
• Other Authors: Li-Ling Wang
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/10832958100942188339

碩士 === 國立新竹教育大學 === 人資處課程與教學碩士班 === 94 === Abstract In this study the researcher aims to discuss the process of action research through self narration; to clarify what action research is from the author’s point of view based on a role as a practitioner; and to discuss the topic on how to conduct action research. It was found in this research that writing journals and cases in the everyday practice helps with the progressive development of reflection, implementation and the abilities in writing, and solidifies the foundation for the progression of action research. For the topic on how to conduct action research, from own experiences the researcher suggests that when experimenting for the first time it is better to choose events that are “small”, “frequently occurred” and at the same “able to show their effectiveness in a short period of time”. Notes on reflective teaching should be made on an everyday basis in order to learn focused thinking and allow the teaching to represent a continuity and circulation of “thoughts, action and knowledge”. Professional dialogues should be held with colleagues in search for multidirectional thinking processes, while the concerns and the attention from peers shall serve as an encouragement for the continuation of one’s driving forces. Finally the progress of one’s action research should be composed into a research report and published in order for it to be shared and discussed amongst others for an extension of the thoughts. Through the courses of conducting action research, the researcher not only added fun to the content of teaching but also increased the knowledge and abilities in professional teaching which helped raise the quality of teaching and improve the themes for teaching. Keywords: action research, reflective teaching, early childhood teacher