小學一年級進行幼小銜接的合作式行動研究──全語言取向的實踐

傳送到

題名:
小學一年級進行幼小銜接的合作式行動研究──全語言取向的實踐
著者: 李靜秋; Lee, Ching-chiu
李連珠; Lian-ju Lee; 幼兒教育學系碩士班
主題: 新生適應; 幼小銜接; 全語言; 合作式行動研究; 行動研究; 小學一年級; whole language; transition from kindergarten to elementary schoo; student adaptation; first grade; action research; co-operative action research
描述: 本研究目的在於以全語言取向的教育理念，發展一套幼小銜接課程以解決小學新生的適應問題。研究者與一位小學一年級教師以合作式行動研究的方式，透過參與式觀察、蒐集文件檔案、教師訪談、兼採學生及家長的問卷調查，結果發現，在行動策略的實踐上，整合了研究者的專業介入、合作教師的結構性課程，以及班級家長的親職資源，促使策略的順利推展而解決了新生的適應問題。在合作的過程中，基於全語言理念所發展的策略，不僅幫助學生接納新環境與作息而促進生活適應；共構師生間與學生間的合作課程，以發展學習社群而促進社會適應；並且帶動學生萌發主動學習的精神，而幫助其學習適應。此外，合作教師傳統傾向的教學信念，使部份策略和多元評量難以完全落實。然而，經由本研究的合作伙伴共組全語言讀書會，以及研究者示範全語言的教師角色，逐步轉化合作教師的教學理念，蘊生「學習者本位」的觀點。嗣經計畫、行動、觀察與反思的歷程後，研究者歸納出修正後的幼小銜接模式之藍圖，並建議教育主管機關未來應研擬幼小師資合流的教育政策，且應於學校行政體系納入幼小銜接教育方案的推動，來為小學一年級師生提供切要的資源。
This study aimed at developing instructional strategies to facilitating transition from kindergarten to elementary school using Whole Language approach to solve first-grade students’ adaptation problems. The researcher implemented a co-operative action research with a first grade teacher. Data was collected through participant observation, document analysis, teacher interviews, and questionnaire conducted to the parents and the students.It was found that the action strategies, which were developed through integrating the professional intervention of the researcher, the structured curriculum by the cooperative teacher and the resources of the parents, effectively solved the students’ adaptation problems. The strategies based on whole language approach solved three kids of adaptation problems. First, they promoted life adaptation by helping students to adjust to new environment and new routine. Second, they enhanced social adaptation through developing cooperative curriculum by teacher and students and forming a learning community. Third, they facilitated learning adaptation by helping students to becoming active learners.It was also found that due to the traditional teaching belief of the cooperative teacher, part of the instructional strategies and multiple-evaluation intended were not able to be implemented. However, through study group and role modeling as Whole Language teacher by the researcher, the cooperative teacher developed “learner-centered” view of teaching gradually. As the result of the process of planning, acting, observing and reflecting, the researcher generalized a blueprint of an appropriate as well as applicable transition model.At the end suggestions for education ministries were included. It was suggested that, on one hand, a policy of unification of pre-service education for preschool and elementary school teachers needed to be developed. On the other hand, the school administration system should scheme adaptation project to offer necessary resources for first grade teachers and students.
碩士
建立日期: 2007
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3525
資源來源: NUTN IR

連結

連回原始介面

小學一年級進行幼小銜接的合作式行動研究──全語言取向的實踐

李靜秋; Lee, Ching-chiu 李連珠; Lian-ju Lee; 幼兒教育學系碩士班 2007

正在檢索遠程資料庫，請稍等