| Summary: | 碩士 === 臺北市立大學 === 幼兒教育學系幼教教學碩士學位班 === 102 === This study was originated from a study who is a kindergarten teacher facing group discussions in the course at long time in the teaching scene resulting in a sense of powerlessness and deeper self-expectation. The study hoped to explore the context of their teacher-pupil discussions in the project approach and analyze the history of knowledge learning to get an opportunity to learn and grow. Because the group discussion in the project approach is the internal inquiry of the teacher's teaching, it is the observational study and in-depth study, and the qualitative research method. Therefore, this study is mainly based on participation in observation.
There are three purposes for this study:
1.Describe the patterns of teacher-pupil discussions in the project approach.
2.Analyze the purpose, operational connotation and type, and usage strategy of teacher-pupil discussions in the project approach.
3.Explore the questions that teachers and children ask , the types of questions, and the value beliefs of questions.
This study adopts methods of observation, interview, and document analysis. The results are as follows:
I. Operation of teacher-pupil discussions in the project approach.
1. Start with a heart-to-heart exercise, and finally make the children understand the focus of the discussion.
2. The improvement of children's concentration is influenced by the teacher’s power.
II. The teacher of the teacher-pupil discussion in the project approach
1. The question of the option is to observe the children's thoughts.
2. Lead the course towards the established complete image.
3. Use the influence of semantics and sense of language in the discussion.
4. Use different strategies for teaching purposes.
5. Think more intuitively as an understanding children.
III. The teacher-pupil discussion questions in the project approach
1. The question is set with a standard answer.
2. Asking questions needs pre-planning.
3. Questions must be tailored to the children's experience and ability.
4. The children's question must be accepted in the context of the discussion.
5. The convergent fact questions that a child proposes is equivalent to a bad question.
IV. The belief in teacher-pupil discussion in the project approach
1.The internalization of educational theory must be translated into actual individual teaching beliefs.
2. Implementing the teaching and thinking can be a boost to teaching behavior.
The research suggests the following:
I. Suggestions for in-service teachers
1. Strengthen the cooperation of teaching experience and reflection.
teaching experience and think about each other.
2. Form a teacher professional learning community.
3. Listen to children to write thought notes.
II. The proposal for the cultivation of teachers
1. Reinforce the reflection of students in the course.
2. Encourage students to learn cooperatively and think loudly.
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