| Summary: | 碩士 === 國立屏東大學 === 幼兒教育學系碩士班 === 103 === Children’s self-regulated behavior will affect children’s future learning performance and their interacting quality with other people. The main purposes of this research are to explore how to use different teaching strategies to enhance children’s self-regulated abilities and theses strategies’ effects. Based upon these research purposes, the main research questions include: (1) How do teachers use different teaching strategies to enhance children's self-regulated behaviors? (2) What are the problems encountered by the teachers? How do the teachers solve these problems? (3) What are the effects of the teaching strategies on enhancing children’s self-regulated behaviors?
The main research participants were children from the researcher’s class. The class is a mixed-age class, which included thirty 4-6 year-old children. Researcher used observation, interview, and document-gathering methods to collect data, and then analyzed the data qualitatively.
The research results show that teachers can use (1) self-planning (2) scaffolding and (3) learning partner to enhance children’s self-regulated behavior, which have significant positive effects on children. In the teaching process, researcher encounters some difficulties, which include: (1) teaching process tends to be teacher dominated; (2) collaborative teachers were hard to assist and cooperate (3) the lack of reference material and practical experience. The final paragraph provides suggestions for future curriculum teaching and research.
The research also find that children’s self-regulated abilities have improved on the following aspects : (1) having more self-confidence (2) having more social interaction (3) increasing attention maintaining (4) enhancing abilities of problem-finding and trying to solve the problems (5) the progressing of oral abilities.
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