The Action Study of Training Executive Functions strategies in Elementary School English Classroom Management

• Main Authors: Wu, Shi-hua, 吳時華
• Other Authors: Chen, Hsin-yi
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/85087006034551622580

碩士 === 國立臺灣師範大學 === 特殊教育學系 === 100 === In this study, action research is employed to document the processes, difficulties, and adaptive measures taken by researchers during the application of executive function training strategies for elementary school English courses. The researcher examines 28 students in the fourth grade of elementary school as targets of teaching intervention. Changes in executive function and English achievements are compared. Interviews, observations, records, and introspections are employed to examine the difficulties in the action research process and approaches by which to respond to these difficulties. During the exploration stage of this research, the researcher observed that the students’ basic English abilities were low or declining. A series of measures were subsequently developed to enhance the English abilities of the students. First, the researcher acquired an understanding of the existing campus operational culture and then established a cooperation model with the class teacher. Afterward, written information was employed to communicate with students’ parents and establish a foundation of mutual trust. During the planning stage for the action plan, the researcher asserted that the students’ spontaneous and autonomous learning was the foundation for stabilizing learning performances. Therefore, the “Class management measures for executive function training strategies” were formulated. This included the incorporation of executive function training strategies into the class management of English instruction. During the intervention stage of this research, because of student feedback and responses during the learning process, the researcher’s originally held educational beliefs were influenced. This included whether classroom learning should focus on developing a “happy learning” atmosphere or training students for “enhancing basic abilities.” Regarding evaluation goals, whether the difficulty level of the evaluations should be simplified and emphasis placed on “providing students with successful learning experiences,” or “evaluation standards with discrimination power” should be conducted to provide assessments for parents, teachers, and students was contemplated. Regarding the learning experience of students, questions regarding whether appropriate “learning pressure” should be applied to the students or a zero-pressure “learning for fun” atmosphere should be developed were also addressed. During the assessment stage of this research, the researcher reviewed the data from the research intervention. The change and growth of the researcher during the process was organized. Afterward, the developments of students’ executive function and English study performances were analyzed to form a basis for evaluating teaching content. During this process, the researcher observed that English is a crucial element of students’ learning. During the training process, the learning methods and autonomous learning habits of students should be established. Fun during learning should also be provided to students at appropriate times to enhance their learning performance. At the same time, the researcher also became more capable of scientifically explaining personal teaching and instruction content to others, and has acquired a greater understanding of the value and influence of action research. Regarding the executive function performance of students, although the quantified scores from the self-evaluated “Youth Executive Function Scale” show no statistically significant differences in all dimensions except “initiation” before and after the study, qualitative data analysis shows that the proactive behavior of students demonstrates significant change. Daily learning displays many actively or independently completed behaviors. The organizing ability of students was the first to be trained and cultivated. While attending classes, students could develop habits of summarizing the key points of each class and learned note-taking methods that organized key points. Training regarding planning ability was a novel experience for the students. The students were instructed on and learned methods for developing plans and they also learned skills for calmly resolving conflicts. They are able to actively and peacefully resolve conflict issues independently. The students also experienced activities on developing and completing plans; they flexibly changed between various education topics, maintained classroom order and norms, refrained from impulsive speaking behavior, joined activities for understanding the unique characteristics of others and themselves, and developed skills for inspection and examination. Regarding students’ English learning performance, in the beginning of the study, students did not expect that the training in their English courses would be different from their previous learning experiences, and the teacher removed or reduced environmental support measures and reminder aid. Therefore, the students’ English achievement scores showed a steady or slightly decreasing trend before improving significantly. The performance analysis of different groups shows that the students in the high and medium ability groups exhibit a trend that is identical to the overall performance. The low ability group students progressed slowly because of the support from remedial teaching and cooperative learning. Not only does the quantified data show that students in high, middle, and low ability groups all benefited from this training, feedback from parents and class teachers also shows an increase in the autonomy of English learning for students. The classroom observations of the researcher show that the students demonstrated independent or autonomous and responsible learning attitudes, and generated a cooperative and helpful learning atmosphere in the class.