A kindergarten class how to form a subject by discussing in groups.

• Main Authors: SHU MIN CHI, 徐敏琪
• Other Authors: 高傳正
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/12369960008300444716

碩士 === 國立花蓮教育大學 === 幼兒教育學系碩士班 === 94 === Abstract The main purpose of the research was to explore the process how to form a subject by discussing in groups in a kindergarten class. The purposes of the research were as following: First, explore the process of forming a subject by discussing in groups between the teacher and children. Second, understand how the teacher proceeded to discuss with children what to do and how to do it. Third, analyze the interaction between the teacher and children during the discussion. The researcher proceeded to the research in the strawberry class of the kindergarten she teaches. There are 28 children, 14 boys and 14 girls in this class. Sixteen of them are five years old, and the others are four years old. Twelve of the children are aborigines. The research utilized the methods of the action research, the information collection, and the participant observation. In order to achieve the reliability and validity of the study, the researcher not only applied triangulation, peer report, introspection in the research, but also left plenty of written records that the results of the long-term observation were described in detail. After collecting information, exploring the documents, making action strategies, and amending the ways of teaching, we determined the skeleton of the essay by adopting the group discussion. The following were the results for this research: First, through the group discussion, children can learn how to share their opinions, understand more about the subject and make a good decision; also, they can learn about making rules and following them at the same time. Second, the focus of the process of forming the subject by discussing in groups was the period of preparation. The researcher divided the period of preparation into three stages—the early stage, the middle stage, and the later stage. At the early stage, we started to find something interesting and wrote the subject-net. We encouraged children to speak their opinions out and helped them with the questions they want to know at the middle stage. Finally, we helped children focus on forming the right subject. Third, the strategies how the teacher led children to discuss in groups were as following: 1. Prolong the time for children to express feelings. 2. Encourage children to speak for themselves. The teacher repeated after them and wrote down what they said and who said it on the blackboard. 3. Let the older children lead the younger ones to join the discussion. 4. Decorate the environment with storybooks and picture books that interest children. Besides, enrich the process of the discussion with the story telling one by one and reciting the nursery rhymes together. 5. Choose a child to be the teacher’s assistant and make him/her be the storyteller. 6. Invite some experts and family to the classroom to share their experiences with the children. Fourth, the relationship between the teacher and children was two-way interaction. It was no longer the traditional, one-way teaching mode—the teacher said and children just listened. On the contrary, the teacher asked children some questions and made them think about the questions. Then, the children took turns to speak for themselves. The teacher repeated after them to make sure what they meant and make a deeper impression on all of the children. Keywords: group discussion the interaction between the teacher and children the process of forming the subject the period of preparation