An Action Research of the Fourth Grade Social Studies Teaching with Community Resources in an Elementary School

• Main Authors: Mei-ling Chi, 紀美玲
• Other Authors: Wei-ling Tang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/04776689060762852454

碩士 === 國立屏東教育大學 === 教學視導碩士學位學程 === 99 === The purpose of this research was to explore how to apply community resources to help teachers teach the fourth grade Social Studies in an elementary school, especially for the units of “Hometown Expedition” and “The Manufactures Exchanges”. The goals are to study how the researcher uses community resources to investigate Social Studies teaching, which includes curriculum designing, problem solving strategies and students learning results. The researcher conducts the research conclusions and discoveries and provides with suggestions for Social Studies teachers advance consultant. Data were collected through observation, interview, recording, videotaping, document analysis, and note taking. After continual data comparison, analysis and check, it reflected that： 1. Appling Community Resources (1) Teachers agree to apply community resources in Social Studies teaching. (2) An appropriate curriculum design will help teachers reaching their goals. (3) The application of community resources should be adopted with corresponding methods. 2. Curriculum Design and Teaching Progress (1) It was hard to apply community resources to school teaching, which tensed up the researcher. (2) The weather conditions influenced outdoor teaching. (3) It motivated students’ self-study when applying community resources. 3. Students Achievement (1) Students were willing to learn when teachers applied community resources to curriculum and instruction. (2) There was a positive attitude reinforcement caused by different teaching methods. (3) It promoted students caring of community matters and more sensitive observation by applying community resources teaching methods. 4. Teacher Professional Development (1) It could help teacher professional development and improve teaching effectiveness through action research. (2) Teachers agreed that the team teaching helps teachers’ teaching skills.