| Summary: | 碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 103 === The purpose of the research is about the processes, difficulties, and solutions of a preschool teacher using a language instructional strategy, and the literacy performance after the classes. This is an action research. The objects are in a mixed-age class in a preschool in Nantou. The research lasts for fifteen weeks. The data is collected by interviews, observations, contemplation, and the collection of kids’ works. The findings are as following.
A. The processes of language instructional strategy are divided into two parts. First, the teacher discusses about the setting of the classroom and the literacy activities with a teaming teacher. Second, the teacher reviews how the strategy works, and adjusts the content of the strategy depending on the children’s literacy interests and abilities. Then, the teacher observes the literacy performances of the children.
B. The difficulties and solutions of the processes are divided into two parts, including literacy activities and the equipments in the classroom. 1. Literacy activities: First, the children are not really interested in literacy activities, and the way of execution should be changed. Second, the main teaching content doesn’t contain meaningful literacy activities, and it should be corrected by discussing with the teaming teacher. Third, the literacy abilities of the students in a mixed-age class differ greatly, and the teacher should adjust the criteria. 2. Changing the equipments in the classroom: The literacy situation should be adjusted to meet the children’s needs.
C. Children’s literacy performances after receiving the language instructional strategy. First, in the reading aspect, the children are more interested in reading. They actively read the song posters and discuss the picture books with each others. Their senses of reading and the sensibility to words are promoted. Second, in the literacy aspect, they have better abilities of copying words, especially their names, and they show their willingness to write.
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