| Summary: | 碩士 === 輔仁大學 === 兒童與家庭學系碩士在職專班 === 105 === An Action Research of Local Culture Curriculum Implementation in a Kindergarten Classroom
Abstract
Through the action research, this study aims at exploring a class teacher’s development in the process of local cultural courses in terms of its thinking and professional growth in the process of cultural courses. The researcher conducts the research data, makes analyses and discussion through the design of theme activities, collections of teaching documentary images, observation records, learning sheets, growth collections of young children's works, reflection notes, parents feedback sheets, etc. The findings of this study show the following two parts:
I.Conducting the process of local cultural courses
The implementation of local cultural courses can be divided into two stages: embryonic stage and growth transformation stage.
(一)Embryonic stage mainly refers to the large unit teaching transformed into theme teaching, through the young children's interest in three activities, such as group discussion, field visits, question-raising in local cultural courses with young children in the garden.
(二) Growth transformation stage mainly refers to the reflection of local cultural activities, embryonic period in the first cycle, the planning of second-theme course activities. It mainly upholds the experience of young children's life to carry out teaching activities.
II.After the implementation of courses, the teachers’ reflection and professional growth
(一)The content of the researcher's reflection is presented with two stages. The first stage of reflection contains 9 items as follows, 1. Group discussion about the illustration of pictures and information, which is more intellectual; 2 The arrangement of the group discussion location; 3. The length of usage time in the learning area and its setting; 4. Numerous teachers preset questions 5. Theme starlets and grouping issues; 6. Issues of time and auxiliary teaching materials; 7. Fleeting visitation; 8. Parental supports mostly in spirit; 9. Way of assessment needed to be changed. The second stage contains four items as follows, 1. Teaching content and environment are intertwined with teachers and students 2. Learning area contains more than "playing" 3. Having a good use of community resources and parents participation is a strong support. 4. Teachers’ question-raising skills.
(二)Through the above reflection, the researcher’s professional growth contains four items as follows, 1.Teachers should be capable of putting the marketed teaching material aside, trying to resume their abilities to make their own teaching material; 2. The local cultural charm can be seen, transforming the resistance into driving force. 3. Proper use of resources of parents and community. 4. Clarifying the concept in theory and knowledge, making interactions with young children in the actual teaching activities, and seeing the issue clearly and adjusting the teaching direction from daily teaching reflection.
Keywords: kindergarten in the local culture courses,
teachers’ professional growth, reflection
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