An Action Study on the Objectives Construction for a Kindergarten’s Reading Cooperating program

• Main Author: 劉素顛
• Other Authors: 黃意舒
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/74478957668007154765

碩士 === 臺北市立教育大學 === 課程與教學研究所碩士班 === 95 === The rationale of this research was to process the objectives construction for the reading cooperating program in the case kindergarten. The documents and the references have been viewed not only the main tendency of the reading education in Taiwan & other nations, also the interpretations of the reading learning significance and the explorations of the reading teaching strategies. The action study methods were faculty’s professional dialogues, the panel conferences and the in-depth interviews. From that process, the constructing objectives for the reading cooperating program were implemented. Finally, the children’s behavior anecdote records proved those objectives could be achieved in the learning process of the program. This research has concluded that: I. The faculty’s panel conferences can construct the objectives of the Reading Cooperating Program, and those objectives in this research as follow: 1. Young children are able to concentrate listen a story or related knowledge which their teachers introduce. 2. Young children are able to read books voluntarily. 3. Young children are able to share their feelings to each others after reading a book. 4. Young children are able to answer the questions correctly in the story listening. 5. Young children are able to recognize the common Chinese characters. 6. Young children are able to look at the pictures and present a story. 7. Young children are able to read aloud together with everybody. 8. Young children are able to follow the reading with pointing the right words. II. Teachers’ teaching ideas could be clarified from the Book-viewing Conferences and their ideas as follow: 1. Young children have potential ability to read. 2. Young children’s early reading can advance their later reading. 3. Purposeful reading can promote children’s thinking. 4. Both pictures and words are readable for young children. 5. Children who can recognize the words will promote their reading interest. 6. If the reading ideas been clarified, they could be transferred into teaching. III. It is possible to construct objectives form the happenings in the curriculum. IV. In order to construct the perfect objectives, faculties need to see the various sources and seek the mutual recognition. V. The behavior anecdote records proved young children’s other abilities to observe pictures & words and perform their logical thinking. This research proposed the suggestion as: Ｉ. For School Administration: A. School should organize and carry out the Curriculum Development Committee. B. School should emphasize the professional dialogues among administrators and teachers. C. The objectives discussion should focus on the key point and classify the different degree of learning. D. School should choose meaningful storybooks and create the atmosphere for reading program. II. For School Teacher: A. The two teachers in the class should cooperate together in teaching in order to promote their professional growth. B. Increase more opportunity of communicating and discussing in class. C. Provide a reading program portfolio for each class. III. For future researchers: Ａ. Strengthen the theory. B. Discussion more concrete and deeper objectives. C. Discuss and study the related issues.