| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 94 === The purpose of the study is to deal with a primary school teacher's strategies for creative Chinese teaching, to understand her teaching beliefs of Mandarin Chinese and the development of those beliefs. The subject is a primary third grade creative teacher. Based on case study, I collected, analyzed and concluded the information acquired in the methods of classroom observation, interviews, and document researches.
The finding of the study is followed:
First, in listening and speech aspect, students started by following the teacher’s example and would learn to speak naturally. According to the textbook, she encouraged question asking, expression, and conversation among students in the way of reading aloud and listening carefully to them. Second, in recognizing and writing characters, she emphasized the main characteristics of the word using deconstruction, word-processing, figure of speech, deduction, induction, and her own demonstration. She also compared writing style in pen from that in painting brush. Third, in reading, she used as the main strategies question-asking and visual aids, discussing titles, genres, diction, and comparison among paragraphs, key words, and locating them. Fourth, in writing, she stressed the importance of homework as foundation. Common strategies were pre-writing, in-class imitation, writing instructions, after-class recording, transcription, review, and feedback.
The target of Chinese teaching is to develop the students’ abilities to express and communicate via language. In terms of teaching methods, with an emphasis on fundamental language teaching, question-asking, discussion, appreciation, and assimilation are the most commonly-used methods. In terms of evaluation, periodical evaluation lies in the group proficiency test, the way of administration and correction criteria, in correspondence to their ability. Daily evaluation depends on the completion of students' tasks and homework. As for teacher's role, she served as a researcher, planner, learner, and negotiator, and server.
Development factors of her teaching beliefs were three-dimensional. First, the school environment factors included a demand for expertise from her initial school, and sufficient room given from the present school for her development. Second, the peer and community factors included her interaction and feedback with other experienced teachers, and her cooperation with experts of the professional community. Third, the individual factors included her will to take challenges and opportunities, and her passion for teaching.
Keywords: Creative Chinese teaching, teaching strategies, teaching beliefs.
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