The study of Relationship between teaching style and teacher's textbook usage

• Main Authors: Fang-Tzu Yeh, 葉芳慈
• Other Authors: Shu-ching Chou
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/62494799820239718712

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 98 === The aim of this study is to discuss the relation between teachers’ teaching style and their ways of using textbooks from the teachers of sixth-grade Chinese classes in elementary school. The researcher of this paper first studies the implications of teaching style, Chinese teaching and ways of using textbooks; furthermore, this paper uses methods such as observation, interview and literature review to carry out case study based on the study purpose, understanding from literature review and the teaching condition of two sixth-grade Chinese language teachers in Taipei County. The followings are the main acquired conclusions: I. Teachers with different teaching styles have their preferences choice of textbook’s content: 1. The teacher who is more teaching-task oriented takes care of textbook’s content that related with examination, such as vocabulary, rhetoric and sentence, etc… 2. The teacher who is more student-care oriented selects textbook’s content as the main consideration which is according of students’ demand ; he always adjusts textbook’s content after consideration all textbook’s content (including cognitive, affective and skills). II. The ways of handing textbook’s content from two teachers with different teaching styles: 1. The teacher who is more teaching-task oriented is more often use “addition” to handle textbook’s content, such as add idioms which from the extension of vocabulary, and composition workship, etc… 2. The teacher who is more student-care oriented is more often use “subtraction” to handle textbook’s content, such as delete stroke order of vocabulary, teach rhetoric and sentence taught before slightly, etc… III. The ways of teaching from two teachers with different teaching styles: 1. The teacher who is more teaching-task oriented often uses didactic instruction to teach and explain textbook content in detail. 2. The teacher who is more student-care oriented often uses his live experience and role exchange between student and teacher etc. to teach and explain textbook content in summary. IV. The relation between the homework and textbook’s content of two teachers with different teaching styles: 1. The teacher who is more teaching-task oriented always uses textbook as assignments; and majority of the assignments are the written homework. 2. The assignments’ forms of the teacher who is more student-care oriented are diversity, and always takes care of the textbook’s extend thinking. V. The relation between the evaluations and textbook’s content of two teachers with different teaching styles: 1. The evaluation content of teacher who is more teaching-task oriented comes from textbook’s content, and focuses on the written test. 2. The teacher who is more student-care oriented uses textbook’s content as the scope of evaluation, and apply the diverse evaluation. Based on the above conclusions, the researcher proposes different recommendations for teachers and future researchers respectively; it is expected to provide teachers and the follow-up researchers as a reference.