The Research of Teacher’s Teaching Beliefs in the Children’s Classics-Memorizing programs

• Main Authors: Yuan-hung Weng, 翁緣鴻
• Other Authors: Hung-Yen Shih
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/15713199645657986034

碩士 === 國立臺南大學 === 教管所教育行政碩士班 === 96 === The main purpose of this study is to examine the teaching beliefs, current condition and difference of teachers in the classics-memorizing programs. Also, the researcher wants to realize the scattered condition of teachers in the classics-memorizing programs. Through the results via questionnaires, this research mainly adopted the teachers in the classics-memorizing programs located in Tainan city & county、Kaohsiung city & county、Ping-Ting county as research sample. According to the result, there were 550 classics-memorizing teachers surveyed which includes 275 elementary school teachers and 275 non-elementary school teachers, there are 453 valid questionnaires were returned. The conclusion of this research is as follow: 一、 The percentage of classics-memorizing teachers in elementary schools of Kaohsiung county, Ping-Tung county and Tainan county are higher than that of Kaohsiung city and Tainan city. Regarding the scattered density of non-elementary school classics-memorizing class in Kaohsiung and Tainan city are higher than Tainan county, Kaohsiung county and Ping-Tung county. 二、 The context and current situation of the classics-memorizing teachers: (一)Most of the teachers think the educational goal of the classics-memorizing education is to cultivate the student’s good character and behavior. More teachers think the first aim of the classics-memorizing education is to cultivate the attention of the students. (二)More teachers think classics-memorizing education doesn’t need to be arranged into formal curriculum. We should make use of the scattered time to read the classics. Most of the teachers think we don’t need to consider the understanding degree of the students to classic teaching materials. (三)Most of the teachers think we need to explain the classic context at proper moment. Also, when we proceed classics-memorizing teaching, reciting is the primary method. The teachers must own the teaching enthusiasm and need to proceed teaching evaluation. Most of the teachers agree the students to participate the classic exam. They also agree that “memorization” is more and more important in the process of children’s learning. (四)Most of the teachers think “kindergarten” and “prenatal education” are the proper beginning stage of implementing classics-memorizing education. There is no obvious difference or just a little different between the former and the latter part students regarding the reciting ability. After the students recite the classic, the order behavior、the study performance and most of the learning abilities will change. (五)Most of the teachers think the counseling and discipline of the classics-memorizing education should emphasize “prize” more than “scold”. Regarding the prize formula, teachers should emphasize “spiritual prize” more than “substance prize”. Classics-memorizing education has wonderful influence on “relationship between teacher and students”, “class management”. The participation of parents has much influence to the effects of children’s classics-memorizing. Classics-memorizing education is easier to participate for parents than other talents. 三、 There is obvious difference about the overall teaching beliefs between the elementary school teachers and the non- elementary school teachers. 四、 There is obvious difference about the teachers’ background variables(teaching age, the highest diploma, graduate frame, graduate department, religious beliefs, sense of value, service area, educational time) between the elementary school teachers and the non- elementary school teachers. 五、 There is no obvious difference about the teaching beliefs among the classics-memorizing teachers’ sex, age, teaching age, highest diploma, graduate frame, graduate department, religious beliefs, sense of value, service area, educational time.