Implementation of a Southern Min Integrated Curriculum and Its Impact on Children’s Learning

• Main Authors: Chia-Hui Lin, 林佳慧
• Other Authors: Ya-Ling chen
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/85877903017463028369

碩士 === 國立屏東教育大學 === 幼兒教育學系 === 98 === The main purpose of this study was to investigate the difficulties of implementing an integrated Taiwanese dialect curriculum, and its impact on children’s Taiwanese listening and speaking abilities. The participant of this study was one public kindergarten class in Kaohsiung City. The researcher adopted an action research method to examine the implementation of the Taiwanese language integrated curriculum. During the implementation, researcher continuously reflected, observed, discussed with co-teacher, and collected parents’ feedback to improve teaching. Besides, researcher used “Competence Scale of Taiwanese Listening and Speaking Ability in Preschool” to pre-test and post-test children to understand the change of children’s Taiwanese abilities. Moreover, researcher used “Taiwanese Family Learning Passport” to invite parents to rate their children’s Taiwanese listening and speaking performances at home. The results are as follows: I. Teaching Process A. Integrated Taiwanese curriculum makes learning more meaningful; the curriculum also deepens and enlarges children’s Taiwanese vocabulary. B. Taiwanese direct teaching method should be implemented in daily lives, transitional activities, and routine activities at school. C. Taiwanese teaching should use a variety of teaching materials to enrich teaching resources. D. Taiwanese teaching should focus on children’s interests; teachers should use different teaching strategies to improve teaching quality. E. It is difficult to acquire Taiwanese learning materials for preschool students; teachers have to make teaching materials and aids by themselves. F. Teachers’ teaching language will affect the choices of children’s language use. G. Children’s Taiwanese learning attitude will influence their learning effects; teachers should respect individual difference. H. The sharing activity of Taiwanese learning can strengthen children’s learning interests and sense of achievement. I. “Taiwanese Family Learning Passport” help bridge the gap between school and family . II. Children’s Learning Effects A. The qualitative and quantitative analysis shows that children’s Taiwanese listening and speaking abilities improve significantly. B. The quantitative analysis shows that children’s Taiwanese listening and speaking abilities improve significantly. C. Although children’s Taiwanese listening and speaking abilities improve, the habit of speaking Taiwanese actively needs to be strengthened. Based on the results, some suggestions are proposed for further curriculum implementation and research. Key words: Kindergarten, Taiwanese teaching, integrated curriculum, bilingual education, action research