A Case Study of a Social Studies Teacher Participating in Learning Community in Elementary School

• Main Authors: Wu, Pei-Ru, 吳佩如
• Other Authors: 方志華
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/23547793769087007041

碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士班 === 104 === The purpose of the study is to deeply look into the teaching aspect, the teaching process, the curriculum transformation, and the self-reflection of an excellent social science teacher participating in learning cummunity in a primary school. A case study is adopted to collect relevant data from classroom observations and interviews provided by the teacher. Based on the results of research and analysis, the conclusions are drawn as follows: A. The teacher’s original teaching philosophy and practice before her participation in learning community a. The teacher’s open style in teaching makes a profound impact on the design and transformation for students’ learning activities. b. The teacher fully understands the characteristics of social science curriculum, course planning, and question-posting strategies for value clarification. B. The experience obtained by the teacher involved in the open class learning community a.Through group dialogues and relevant workshops in teaching, the teacher has gained supports from other colleagues. b. The teacher can revitalize student-centered curriculum and design unique school-based curriculum. C. The teaching philosophy and practice of the teacher involved in the case study after the participation in community learning a. The teacher pays more attention to the foundation of students ' prior experience and subject knowledge and respects the development of their learning. b. The teacher pays more attention to students’ dialogue , the development of collaborative learning , and their skills in thinking. c.The individual as a teacher is more willing to learn when carrying out the spirit of the community learning in a classroom setting. Finally, according to the conclusions mentioned above, there are some suggestions for those who would like to promote learning community and to participate in the dialogue of the learning community as well as to conduct related research in the future.