| Summary: | 碩士 === 國立政治大學 === 教育學系 === 107 === In recent years, Taiwan has faced a problem of population shortage in terms of population structure, and the population loss in the rural areas is more obvious. The Natural Primary School was locate in the middle of Taiwan. In 2014, there were only 24 students remaining, and they were already on the verge of being laid off. For the sustainable development of the school, Natural primary school joined the school-type experimental education program and transformed into a mixed-age education system school. The school teacher who received traditional education training are faced with various challenges in the process of transformation. How to transform existing teaching models and personal views through their own experience, to adapt to the new teaching environment, so that mixed-age education can be in the class. The effectiveness of this is the purpose of this study.
This research is based on a qualitative research method, research object who has undergone a transition from a traditional education system to a mixed-age education system in public schools. Researchers hope to study the history of the transformation of the teacher, understand the life experience behind it, and how to transform the past experience into the driving force for the transformation of education under the mixed-age education system. Through interviews and on-site observations, the story of the growth of the research object, the teaching process before and after the transformation, and the personal transformation process are described. Then analyze and discuss the conversion factors in the story and make research conclusions. The research conclusions include that the teaching process of the research object under the mixed age education system is fluid. From the transition from school to mixed age education system to mixed age, it can be divided into three stages, namely, buffer preparation period and chaotic period. And adapt to the bright period; the dilemma encountered under the mixed age education system is the change of students and the need to deal with peer relationships (the same teacher and class cooperation tutor); the transformation process under the mixed age education system can be divided into four stages They are old ideas, conversion factors (including family factors, teaching experiences, and transformation opportunities), and perspective transformations (including starting from her own experiences, facing external criticism and dissatisfaction, and practicing the teaching methods, and re-adapt to the new role of the classroom), and finally reach a new personal perspective (implementing new teaching methods and incorporating new ideas into the teaching site). Finally, I also give advice to teachers who want to take part into mixed-age education, school administration and the future research.
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