The comparison of teaching strategy between senior and practice teacher in kindergarten－Take《Angry Arthur》for example

• Main Authors: Lan Chi, 藍琦
• Other Authors: Chien Hsin-Ying
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/kjru9y

碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 100 === This study aims difference between senior and practice teachers in kindergarten, to compare the teaching strategy of picture books. To investigate 6 teachers behavior through video recorder, 3 senior teachers are more than 15 years experience and 3 practice teachers are with half year practical experience in kindergarten. The study tool is based on the self-made:「Check table of preschool teacher picture book teaching behavior」, to investigate and record the response of joined teachers. The study method is to investigate teacher reaction during the different phases and strategies. Based on the difference we may find the possible improvement for teacher education. The study result shows as below: 1. Motivator rising phase: The times of both teacher’s reaction is much less than other phases. There is a big discrepancy between senior and practice teachers in “Quiz”、“Response” and “Regulation management” strategy but no difference for “Narration” and “Auxiliary” strategy. Chi-Square Test result also shows: χ2= 10.924＞χ20.05（4）=9.4877（p=0.027＜.05）. Both teachers could guide students with thinking questions to link their living experience. 2. Talking story phase: Senior teachers shows more reactions in this teaching strategy phase. There is a big discrepancy between senior and practice teachers in “Quiz”、“Response” and “Narration” strategy and no difference in “Auxiliary” and “Regulation management” strategy. Chi-Square Test confirmed the trends. χ2= 16.248＞χ20.05（4）=9.4877（p=0.003＜.05）. Both teachers hint student with more living related question and less of thinking related idea during watch the picture and forecast the coming scenario. 3. Discussion phase: Practice teachers shows more reactions than senior teachers in this teaching strategy phase. There is a big discrepancy between senior and practice teachers in “Quiz”、“Response”、“Narration” and “Regulation management” strategy but no difference for “Auxiliary” strategy. Chi-Square Test result shows: χ2= 9.701＞χ20.05（4）=9.4877（p=0.046＜.05）. Senior teachers raise more heuristics related question and practice teachers would be limited in practical questions to link the previous experience and comment. In these three phases review result shows: The most frequency is used in teaching strategy of picture books for both teachers is the same. In “Motivator rising” and “Discussion phase”, that is “Quiz” and in “Talking story” phase is “Narration”. The senior teacher used more question closely skill and diverse teaching method to guide student”. This study provides a reference in course design of teaching train and retraining course.