| Summary: | 碩士 === 國立清華大學 === 教育與學習科技學系 === 106 === The purpose of this study is to explore the administrative promotion, the teaching and programming of English-language mixed-age teaching, the faculty enhancement of English-language mixed-age teachers, and the learning status of English-language mixed-age teaching students of Lele Elementary School.
This study is a case study, sources of data collected using interviews and documents. The interviewees were the administrative staff of the case school, English teachers, students, parentsetc. Through the interview syllabus, school plans, notes, photos, and video lectures, etc, we have an in-depth understanding of the current status of the implementation of Lele Elementary School English Language Learning Program.
From the research and analysis, it was found that although the implementation of the mixed-age teaching system at the primary school level in Taiwan is not yet complete, and it is inevitable to encounter setbacks in the process, the teachers of Lele Elementary are still all fully committed. It can be seen that Lele Elementary School has achieved a certain degree of effectiveness in implementing the English-language mixed-age teaching and can provide a reference for schools that will implement mixed-age teaching in the future. The following four conclusions were obtained from the study:
First, the four-semester system of learning and the teamwork of the teachers improve the effectiveness of English mixed-age teaching. Through the four-semester system and the mixed-age learning of the Four Seasons squad, students' learning patterns can be effectively changed. Mix-age class teachers also work through teamwork to grow and improve the teaching ability.
Second, the mutual growth of mixed-age classes is based on the learning repetition and advancement of independent learning progress. The characteristics of mixed-age teaching include repetitive learning and advanced learning. Two-year English courses are taught in one year by providing more official English classes, and students are taught again in the second year. Students with better ability can learn ahead and enrich their learning. Those who are less advanced can repeat learning to achieve perfection.
Third, the well-planned administrative affairs with parents and community supports and stabilizes students’ learning. In the process of promoting mixed-age teaching,the curriculum is planned in detail. Moreover, the administration staff helps teachers in enhancing their professional abilities, and communication with parents and the community to ensure the stability of mixed-age teaching and to stabilize the learning environment for students.
Fourth, the mixed-age class teacher professional development to change to lead professional knowledge learning. The professional growth of teachers, through their courage to try and change, is constantly improving their professional knowledge. It proves that after many years of teaching, senior teachers can still get out from the existing teaching framework and think outside of the box. The students’ smiley faces are where teachers see their professional values.
Finally, based on the results of the study, specific recommendations are made for education administration, school units, elementary school teachers, and future research for future reference to the implementation of mixed-age teaching and related research.
|
|---|
