Using Game Teaching as a Tool In Elementary School

• Main Authors: Hsiu-ching Ni, 倪秀青
• Other Authors: Jean-Shiann Lee
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/16318074093176146220

碩士 === 大葉大學 === 管理學院碩士在職專班 === 99 === Abstract This research aimed to investigate the elementary school teachers’ recognition of the effectiveness of children’s play and teachers’ willingness to integrate play into instruction, as well as to examine the possible factors influencing the implementation of integrating play into instruction. This study was conducted with quantitative research method. 1,008 questionnaires were sent out to the elementary school teachers of Chang-hua County. With 892 copies returned and 476 copies valid, the valid rate was 53.4%. SPSS 12.0 was utilized for data analysis and hypothesis test. The main findings were concluded as followings: 1. The elementary school teachers’ recognition of children play effectiveness was high-intermediate, and “in-service years” was of different recognition in “physical fitness effectiveness”. 2. The elementary school teachers’ willingness to integrate play into instruction was high-intermediate, regardless of different background variants among first and second grade teachers. 3. The scale of the factors influencing the elementary school teachers to integrate play into curriculum was low-intermediate. There was obvious difference between “number of children” and “in-service years”. 4. The elementary school teachers’ recognition of children play’s effectiveness was unpredicable about integrating play into instruction. 5. The factors “personal subjective opinion” and “lacking of support” which influence the elementary school teachers integrating play into instruction were predicable about carrying out play’s integration into instruction. According to research results, it was proposed that the educational authorities should cut teachers’ teaching hours down, compile interesting curriculum, instead of putting too much emphasis on scores. School administrators should support teachers to innovate curriculum design, and parents should respect teachers’ specialized field. Teachers’ instruction should progressively advance to renew and change, and engage in teacher-parents communication. Lastly, it was suggested that future researchers should focus on different subjects, research methods, and research variants to conduct later research. Key word: children’ play, play effectiveness, factors influencing instruction implementation