| Summary: | 碩士 === 國立中正大學 === 教育學研究所 === 100 === The primary focus of this action research study is the Mandarin Chinese Instruction. The curriculum of Mandarin Chinese teaching is developed according to the results of SWOTA analysis. Upon the examination of the aforementioned curriculum, its effectiveness can be evaluated.
Purpose of Study: The fourth grade homeroom teacher addresses the problems that occur as the curriculum of Mandarin Chinese teaching develops by applying an Action Research Approach. Practical action projects can be adjusted, designed and implemented accordingly.
Research Questions：
1. How does one study and reflect upon the problems of the fourth grade Mandarin Chinese teaching development action projects in elementary school by condition analysis？
2. How does one design and reflect upon the fourth grade Mandarin Chinese teaching development action projects in elementary school？
3. How does one implement and reflect on the fourth grade Mandarin Chinese teaching development action projects in elementary school？
4. How does one evaluate and reflect upon the fourth grade Mandarin teaching development action projects in elementary school？
Conclusions：
1.Through the use of SWOTA Analysis, Chinese Reading Comprehension is a teaching point of the second phase of a nine-year Integrated Curriculum. The traditional text-based instruction utilized by teachers’ conceptions of reading lack effective reading comprehension strategy instruction. In addition to reading literature, Mandarin Chinese instructors must teach higher-level thinking skills. Teachers must have the use of Press Mandarin textbooks for those reading comprehension strategies. The national education policy should actively promote the teaching of reading so as to improve students' reading ability. Condition analysis allows researchers to understand the advantages of this program.
2.The action plan for Mandarin education include the following objectives: prioritize improving students’ reading capability as a key teaching objective; design Mandarin education with capability approach; adopt reading comprehension strategy instruction in Mandarin classes; provide more thought learning; select appropriate reading comprehension strategies based on teaching activities stated in Mandarin textbooks, enrich professional development in reading instruction in accordance with national policies, assist teaching by leveraging associated teaching resources; leverage competitive advantages and reduce the negative impact associated with unfavorable factors; and review the program and revise the curriculum continuously to perfect the curriculum.
3.In terms of the implementation of the action projects, cooperative learning makes a huge difference in the contribution to teaching edagogy. Teachers must have basic knowledge of multi-media technology and information literacy. Worksheets can also be used as an important indicator to evaluate whether the teaching objectives are being reached. It is also important to allow students to be active participants in the learning processes. To provide students a better learning environment, the curriculum must continue to be amended.
4.In terms of evaluation of the action projects, the effectiveness of learning is very good. The teaching profession has grown. Curriculum innovation, in addition to the constant changes in teaching pedagogy, mean that learning methods of assessment also need to be adjusted and improved.
According to the conclusions of this study, some suggestions for Mandarin Chinese instructors and successive researchers are offered at length.
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