| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系 === 104 ===
This research mainly focuses on the experience and reflection in the implementation of learning community, which teachers major in Chinese at junior high schools in New Taipei city. This is the third year of the implementation in 2015 in New Taipei city. Both of the scale of implementation and the number of schools are increasing year by year. Especially, it is necessary to study since the teachers are willing to practice by new methods under the pressure of the entrance examination. Bases on the structure of case study, the researcher interviews six teachers who teach Chinese and practice learning community at least two continuous years in New Taipei city, and enter the classrooms used by any two teachers to observe the differences of performance and interaction of students between in learning community classes and in traditional ones. At last, the researcher also collect the teaching plans and learning sheets to analyze from the two teachers, in addition to understand the differences of question contents between in learning community classes and in traditional ones.
The research is concluded as follows:
1.The teachers are unsatisfied with the current education.
2.The teachers have similar educational concepts with learning community.
3.The reasons that the teachers can keep on practices include (i) the Top-bottom practical model, (ii)the touching leadership, (iii)the supporting systems of base classes, (iv)the application of expenditure and administrative resource , and (v)the identification of parents.
4.The operations used by the teachers are based on the flips from the traditional instruction, the instructional emphasis, and the learning responsibility.
5.The teachers are aware of such changes as the relationship between teachers and students, the cognition of version, and the students’ thoughts.
6.The teachers think that most of the problems result from (ⅰ)the hardness to change in current educational situation, (ⅱ)the hardness to keep preparing for courses together, (ⅲ)the lack of partners to discuss, (ⅳ)the pressure of score and procedure, (v) the difference between mentors and teachers, and (vi)the individual difference of learning capability.
In general, according to the conclusions shown above, this research provides with essential suggestions for educational authority, junior high schools, teachers, and the researchers in future.
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