| Summary: | 碩士 === 國立嘉義大學 === 教育學系研究所 === 103 === The purpose of this study is to explore the current status of implementing mixed-age teaching in a small elementary school in Chiayi County. The study subject was an elementary school in Chiayi County that implemented mixed-age teaching. First, used the qualitative approach. Semi-structured interviews were adopted in the study, and the data was then analyzed and collated into questionnaires. The questionnaires were distributed 150 teachers from 20 elementary schools. The information was processed and analyzed using descriptive statistics and correlational analysis.
The research results showed that the reason for planning and implementing mixed-age teaching in schools such as the elementary school in Chiayi County was to solve current educational problems. The curriculum design should be adapted to local conditions, so that teachers can understand the need for the implementation of mixed-age education, and observe students’ progress in mixed-age teaching. The implementation of mixed-age teaching allows more flexible use of education funding and greater improvement of teaching quality in remote small elementary schools. The target direction should be clear to obtain the support of teachers and parents. Regarding the perception of the teachers in the small elementary in Chiayi County on the preliminary results of mixed-age teaching, the following points were observed. First, the advantages are: enabling peer learning, allowing student collaboration in completing tasks, stimulating enthusiasm and creativity. Second, the limitations are: difficulties in identifying a cross-grade curriculum, difficulties in scheduling timetables, and needing a large quantity of teaching materials. Third, when promoting the implementation of mixed-age teaching, supporting measures needed from include: providing template curriculum plans, preparing unified teaching topics, planning lessons and developing teaching materials together, and sharing and exchanging experience among schools. Fourth, the challenges are: the lack of training for teaching staff, the inability to easily determine the level of difficulty, and worries of students learning repeated course content. Fifth, the appropriate teaching approaches are: Cooperative Learning, Problem-Solving Teaching , Expressive Teaching.
In summary, the recommendations provided in this study in the discussion of the study results could provide a reference for teachers, schools, related educational administrative authorities, and for future researchers.
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