| Summary: | 碩士 === 國立新竹教育大學 === 幼兒教育研究所 === 98 === This study adopts qualitative research method to investigate how a kindergarten teacher implements creative teaching for young children and to scrutinize the concrete strategies and teaching features while implementing the creative teaching. The data were collected with observational method, interview method, and documentary method.
According to the whole panorama of creative teaching that the teacher implements, this study induces the concrete strategies of creative teaching and adopts four teaching strategies to analyze data, including teaching objective, it contains cognitive domain, affective domain and psychomotor domain. Specifically, cognitive domain emphasizes (1) knowing the layout of house, (2) Knowing the facilities of street, (3) flexibility, (4) originality, and (5) elaboration. Affective domain puts stresses on (1) cooperative learning, (2) curiosity, (3) imagination, (4) complexity, and (5) risk-taking. Finally, psychomotor domain concerns about (1) the development of fine motor for cutting, pasting, and sticking, and (2) the development of gross motor. As for teaching content, it contains (1) all-field activities, (2) young children’s interests and life experiences, (3) explosive activities, (4) diverse materials. As for teaching method, it subcategorizes teaching interaction and teaching environment. Specifically, the tactics of teaching interaction include ten tactics. The tactics of teaching environment contain tow tactics. As for teaching assessment, portfolio assessment and experience-sharing and works-checking are the two tactics that the teacher implements.
After synthesizing the whole panorama of creative teaching that the teacher implements and its concrete strategies, this study finds seven instruction features, that is, (1) integration of Thematic Curriculum, (2) emphasis of real experience, (3) highlight of both originality and elaboration, (4) encouragement of distinctive performance, (5) creation of creative atmosphere, (6) provision of surroundings to create, and (7) role-playing of creative teacher.
Finally, based on the findings of this study, the researcher proposes some relevant suggestions further researches and for those kindergarten teachers who are willing to implement creative teaching.
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