A collaborative inquiry into the possibilities of inquiry-oriented language arts curriculum

• Main Authors: Hou Chiu-Ling, 侯秋玲
• Other Authors: Shan Wen-jing
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/73525704781755393063

博士 === 國立臺灣師範大學 === 教育學系 === 94 === I conducted this collaborative inquiry project with a sixth grade teacher, Mrs. Chang, at an elementary school in Taipei. This collaborative inquiry arose from our concerns about the problems of traditional language arts curriculum and teaching. We tried to change the traditional, behavioral teaching model into inquiry-oriented curriculum and teaching. Together, we planned unified themes on inquiry which combined literature, social studies, natural observation, reading, questioning, thinking, writing, group discussion and oral reports. We both were equally unfamiliar with this type of teaching and inquiry, but I had extensive knowledge of the theoretical underpinnings of the curriculum goals, and Mrs. Chang had extensive teaching experience with upper elementary school students. The results of the collaboration show up most vividly in the changes in teaching style and teaching goals of Mrs. Chang. There were also dramatic differences in the enthusiasm the students had for their learning. Finally, I will discuss the difficulties encountered in the inquiry process, and offer some suggestions about how to create inquiry-oriented curriculum and learning projects of this nature in other classrooms.