| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 98 === An Action Research of Integrating Still Thoughts Teaching Teaching into Kindergarten Classroom Management
Abstract
Student：Mei-Yu Liao Advisor：Chao-Yi Chen, Ph. D.
The purpose of this study was to explore the growth of kindergarten children as well as the instructor’s professional development and reflection when integrating “Still Thoughts Teaching” into class management in a selected kindergarten.
This study was undergoing by an action research method for a semester. Study subjects included twenty-six kindergarten children with ages ranging from 4 to 6 years old in a selected public kindergarten located in Taipei City. Analysis and synthesis were made through teaching observation records, worksheets, parents’ feedback sheets, tape recording of instructional process, dialogues with colleague specialists, and researcher reflection diary. Triangulation method was employed to ensure the reliability of data.
The major findings of this study are summarized as follows:
1. When integrating “Still Thoughts Teaching” into class management, the teaching effect from the aspect of “class regulations” indicates that children can perform well in environmental cleaning task, be responsible for their own behavior, to cooperative with each other. The teaching effect from the aspect of “class environment” shows children are able to keep campus clean, effectively carry out environmental protection concepts, do house keeping voluntarily at home and have positive interaction with family members. The teaching effect from the aspect of “class atmosphere” further shows that children are able to show their appreciation to classmates, express politeness to teachers, and concern about classmates and familiy members. The final teaching effect in “interpersonal interaction” indicates the improvement of both children’s expression of their thoughts and peer Interaction.
2. Parents pointed out that children are likely to express their appreciation and have better expression after the “Still Thoughts Teaching”.
3. The Still Thoughts Teaching made teacher have chance to reflect themselves, dialogue with colleague specialists in teaching content, instructional design and teaching assessment. As a result of these, the researcher do make some progress in teaching professional development.
4. The six-step instructional design of “Still Thoughts Teaching” in kindergarten including experience, story, reflection, still thought, practice and dactylology, was verified to be effective.
Finally, some implications were made by the researcher based on the above findings.
Keywords: Still Thoughts Teaching, kindergarten children, class management
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