Case study on teaching Mandarin learning-area in resource rooms in elementary school

• Main Authors: Wen-tsan Chang, 張文燦
• Other Authors: Su-Hsiang, Chung
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/99306683556883492237

碩士 === 國立中山大學 === 教育研究所 === 98 === Case study on teaching Mandarin learning-area in resource rooms in elementary school Abstract This study adopted case study approach to observe on-site two elementary resource room teachers in teaching Mandarin learning-area. Further, through class observation, formal/informal interviews, and the researcher’s reflections, the teachers’ practices of teaching methods, teaching content analysis, curriculum planning, teaching priority setting, preparation, and other teaching related factors were discussed. Data were analyzed according to the subjects of the content. The major findings are as follows: 1. In case A, the teacher had outstanding performance on game-oriented teaching. The interaction between the teacher and students was natural and energetic. The fun-way teaching method lighted up the class atmosphere and improved students’ learning effect; children were willing to actively participate in the learning process when encouraged by incentive system. 2. In case B, the teacher effectively guided students to summarizing main points, often using spiral curriculum to connect one teaching subject to another. Children learned through down-to-earth teaching steps, and the learning results were presented through an item-by-item writing mode from the teacher. 3. The teacher of case A extended the teaching content with a broad variety and diversity while the teacher of case B wrapped up teaching highlights in every respect. Both teachers combined the textbooks with the information and knowledge of other fields, thereby effectively intensifying and broadening students’ learning. Thus, they helped enrich the students’ everyday knowledge and views. 4. The teacher of case A focused on the learning of Mandarin characters, phonetics, interpretation, phrase usage, and sentence making. The goal was to strengthen students’ basic abilities. The teacher of case B stressed on cultivation of students’ listening, speaking, reading, and writing skills. Both teachers followed their selected teaching curriculum programs in line with their pre-set teaching priorities. 5. Both teachers designed learning worksheets in conjunction with the teaching content to help students practice repeatedly in the learning process. They also individually taught and guided special students. Keywords: Resource room, Mandarin learning-area, case study