| Summary: | 碩士 === 國立新竹教育大學 === 幼兒教育學系碩士班 === 99 === The purpose of this study is to understand a kindergarten teacher who has worked for nearly twenty years, how she formed the whole language concept and practiced in teaching. In order to present the teacher’s whole language concept and practice, I chose case study as research method and used interviews, observation, data and related documents collection to gather the research data .The main findings of this study are listed below:
1. The formation of whole language concept
(1) Having the notion of open education is an important
foundation forbecoming a whole language teacher.
Before the case teacher knew about whole language, she
has been practicing the notion of open education in her
teaching. Because of her previous experience,the case
teacher mastered the spirit of whole language faster.
(2) Keep going on exploring new knowledge is an essential
condition for an innovative whole language teacher.
Enthusiasm for reading and participating in different
workshops and training courses
made the case teacher an innovative whole language
teacher.
(3) Peer’s encouragement is an important element for
promoting a teacher’s professional development.
For self development, the case teacher changed the
schools in order to find her ideal teaching environment
and colleagues. She regards herself as learner and
pursues future education continually. And she promotes
her professional through interaction with the colleagues
having the same concept.
2. The practice of whole language
(1) Provide the opportunity for children to connect
hearing, speaking, reading and writing activities and to
learn complete language.
The case teacher provides multi-dimensional activities in
classrooms, so that children can get the opportunity to
bring up the ability of listening, speaking, reading and
writing without pressure.
(2) Provide children life related courses and let them
experience meaningful and functional language learning.
In order to make language learning becoming more
valuable, the case teacher concentrates on the
relationship between teaching activities and children’s
daily life experiences.
(3) Provide children the opportunity to become
constructor and co-constructor of curriculums.
The case teacher followed the goal “let the children do”
that was given by the whole language support group and
gave children more rights to make decisions. She
discovered the children have a lot of abilities and they
can develop the
curriculum with theachers.
(4) Combine different education concepts to form personal
whole language teaching style.
The case teacher applied what she has learnt during the
studying and the educational ideas of the preschool
models that she learned through reading in her teaching.
These education concepts do not conflict each other, but
make her teachings more characteristic.
3. The dilemma and solution during practice of whole language
(1) Communicate with parents and invite them to
participate activities are effective ways to let them
know the idea of whole language.
In order to make parents to know her teaching concepts,
the case teacher holds the opportunity to communicate
with parents, and encourage them to participate in
kindergarten activities. She also issues class
newsletter, to provide new messages of class activities
for those parents who can’t participate personally.
(2) Apply effective record methods and teaching
reflections are essential to solve the problem of non-
assistance teacher.
Under the condition of lacking of assistance and support
from co-teacher, the case teacher adjusted her working
style and recorded teaching in more effective way.
She also wrote reflection after teaching, in order to
make her teaching more efficient.
(3) Understanding the children’s thinking and needs can
increase them to participate the whole language
activities.
The case teacher followed the main concepts of whole
language – to respect children, to do teaching
reflection, to feel children’s need, to adjust teaching
according children’s interesting and ideas. In this way,
the children’s learning willing and motivation increased.
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