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1
Byrne, James William. "Teaching and learning ethical research competence in qualitative research." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494300.
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This thesis presents an autoethnographic account of an Action Research inquiry into the teaching and learning of research ethics in a particular university department. UiMS: My aims were: (1) to figure out how to research the following three questions: (a) How is it possible to teach and/or learn ethical research competence? (b) How is it currently done? And (c) is it important/possible/relevant to improve current approaches? Then, (2) to apply my learning to developing a solution to identified problems.
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Mansour, Tamam Botrous. "Teaching research to undergraduate nursing students." free to MU campus, to others for purchase free online, 2002. http://wwwlib.umi.com/cr/mo/preview?3052197.
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Cobb, H., and Karina T. Croucher. "Assembling Archaeology: Teaching, practice and research." Oxford University Press, 2020. http://hdl.handle.net/10454/17951.
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No<br>Assembling Archaeology provides a radical rethinking of the relationships between teaching, researching, and practicing as an archaeologist in the twenty-first century. At its heart, this book addresses the marketization of higher education, demonstrating how this fundamentally impacts contemporary archaeological practice. The book proposes a solution which is grounded in a theoretical rethinking of archaeological teaching, training, and practice. Archaeology is currently undergoing a material turn which sees the revaluing of artefacts, objects, and the non-human in understanding the world. Drawing upon this, Cobb and Croucher approach the discipline as a subject of investigation and offer a new perspective founded upon the notion of learning assemblages. The holistic approach they propose challenges traditional power structures and the global marketization of the higher education system. The issues addressed here are global and applicable wherever archaeology is taught, practiced, and researched. This book is therefore valuable to all archaeologists, from academics to those in Cultural Resource Management, from heritage professionals to undergraduate students, and provides significant insights for educators throughout higher education.
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Brown, Beth Lynne. "Improving Teaching Practices through Action Research." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26869.
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This study investigated teachersâ perceptions of the influences of action research on their thinking about instructional practices and the impact of this thinking on teaching practices. The four specific areas of investigation were teachersâ perceptions about (a) the overall teacher role, (b) teachersâ knowledge about teaching, (c) teaching practices, and (d) reflective practices. The data were collected from interviews with teacher researchers, informal classroom observations, and collection of teacher and student work and related artifacts. The data revealed that teachers perceived changes in the four areas of investigation. Engaging in the stages of action research provided teachers with a methodical structure for implementing and analyzing the teaching and learning process. This defined structure guided teachers through more systematic and conscious data collection, data analysis, and reflection.<br>Ph. D.
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Fowler, Leah Cheryl. "(Re) constituting the teaching self: narrative explorations of difficulty in teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0024/NQ32707.pdf.
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Usatine, Richard, Jim Holt, Alex Verdieck-Devlaeminck, and Miranda Lu. "Dermoscopy: Opportunities for Learning, Teaching, and Research." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6448.
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This roundtable discussion will give family medicine educators and researchers an opportunity to come together and strategize about how to increase the penetration of dermoscopy within our residency programs. Attendees can include family physicians with years of expertise in dermoscopy along with beginners wondering how to get started. We will share ideas about how to learn dermoscopy along with a handout listing the many free online and digital resources available. A discussion will be facilitated about best methods for teaching dermoscopy to interested residents and faculty. We will also share current research and provide opportunities to collaborate on new research into the best methods for teaching dermoscopy. Upon completion of this session, participants should be able to: Identify online and digital resources for learning and teaching dermoscopy. Discuss the pros and cons of the various dermoscopic algorithms that can be the foundation for a dermoscopy curriculum in a family medicine residency. Collaborate to launch research to help inform family medicine educators about the most effective methods for teaching dermoscopy.
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Johnson, Lisa Dawn. "Faculty Teaching Goals at Senior Research Universities." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30701.
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The purpose of this study was to identify faculty teaching goals at senior research universities and to determine variables which could be used to predict these goals. The eight disciplines used in this study were: accounting, chemistry, computer science, economics, English, math, mechanical engineering, and psychology. The independent variables were: gender, academic rank, course level, tenure, and four Biglan categories (pure-hard, pure-soft, applied-hard, and applied-soft).
Using the Teaching Goals Inventory (Angelo & Cross, 1993), the teaching goals and primary teaching role of faculty at senior research universities across eight academic disciplines were identified (N = 352). Through a principal axis factor analysis, seven factors emerged for the data gathered from the Teaching Goals Inventory, results of which were slightly different from that of previous research. Further analyses indicated differences between the teaching goals and primary teaching role of faculty at senior research universities, community colleges, and four-year colleges.
Seven one-way ANOVAs and subsequent post-hoc comparisons were conducted which indicated significant differences (p < .05) among the factor means across the eight academic disciplines. Comparisons of the primary teaching role across the eight academic disciplines also indicated significant differences (p < .05) in the percentage of faculty selecting each of the six roles.
Furthermore, this study provides additional evidence to support the theory that the Biglan categories help explain the differences in teaching goals across academic disciplines. Significant differences (p < .05) were detected in the teaching goals and primary teaching role of senior research university faculty across the four Biglan categories. Through regression analyses, three of the four Biglan categories, gender, and level of course entered as predictors of teaching goals. Academic rank and tenure did not enter into any of the regression equations; however, further analyses indicated these variables were intercorrelated with several other independent variables. Implications for these findings are discussed.<br>Ph. D.
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Ryan, Patricia Mary. "Teacher candidate knowledge about effective teaching research /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583621542.
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Kruger, H. J. M. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1005629.
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Paper 1. The purpose of this analysis is to critically evaluate the Lower Primary Mathematics programme within the context of the Namibian educational reform, against the backdrop of learner-centred education from within the Constructivist epistemology. Through the analysis of a small-scale survey, I will try to determine the extent to which learners, teachers and other educationalists, involved in the Lower Primary school phase, understand the new approach to Mathematics and their pedagogical and theoretical insight into the new programme. I will also analyse the syllabus documents in view of the educational policies and further discuss the social, historical and economic background to the reform. I will then analyse the progress or development of the reform process through discussing the learning environment as well as the learners who are the central participants in education. Paper 2.This critical discussion aims to explore the prospects and underlying principles of the epistemologies of two opposing paradigms of education: Behaviourism and Constructivism. I have critically examined and compared the theoretical aspects that shape and inform the model of instruction and the systemic implications of the learning process. The purpose was to compare both learning theories and to draw a conclusion of which the better epistemology is for the teaching and learning process. Paper 3. This is an investigation into the theories that underpin and inform mathematics teaching in the Lower Primary phase of the primary school in Namibia. The Namibian society requires the development of knowledge and understanding, skills and competencies, attitudes and values, which everyone must have to be able to function adequately in society on a social, economic and political level (MBESC 1996). We need to seek ways of enhancing mathematics teaching in Namibia if we want to live up to the expectations of our society. Paper 4. Mathematicians and researchers across the globe have theorised and speculated about education reform movements, which aim for more than just structural knowledge where it concerns Mathematics. This action research study is based on the findings of a pilot study about 'Problem-based Learning', using this as a basis to investigate the relationship between the intentions of the Lower Primary Mathematics curriculum and its implementation at classroom level. This paper reports on a case study of two grade one teachers' perceptions of problem solving as a key component of Mathematics learning and how the implementation of the problem-based approach could be supported through intervention. Data was gathered from a series of cycles of planning, acting, observing and reflecting. Analysis of the data indicates that teachers' professional development lies within a willingness to change and in reflexive practice. Given focused support to teachers could result in the application of contemporary approaches to Mathematics teaching, with an overall improvement of constructivist-oriented learner-centred education.
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Muwanga-Zake, Johnnie Wycliffe Frank. "Research portfolio." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003610.
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A survey carried out during 1998 in rural schools of the South East Region (Butterworth) in the Eastern Cape Province revealed that science teachers do not seem to know their problems in teaching science. Teachers related their problems to lack of apparatus and laboratories. However, it appeared that lack of conceptual understanding of science and of practical skills prevented teachers from preparing practical approaches in the classrooms. Lack of conceptual understanding could have also been the cause of the teacher's inability to innovate and manipulate apparatus. The call for laboratories also seemed to be caused by lack of knowledge of what is done in a laboratory. Practical approaches to science seemed to be further undermined by the irrelevance of apparatus and science in a rural setting, where few community members and teachers might have never used apparatus or done practical exercises anywhere. It is recommended that an integrated approach towards improving science education is required. That is, by means of workshops, all role-players in science education such as teacher training institutions such as Rhodes University, NGOs, the Department of Education and pre-service as well as in-service teachers, should discuss the problems in science education. There is a need to supply basic apparatus and to make sure that in-service and pre-service courses emphasise skills in the use of apparatus, innovating apparatus and practical experiences, along with improving the teacher's conceptual understanding of science. A science college of education is highly recommended to enable a special focus on the plight of science education in the Eastern Cape Province. It also felt that rural areas require special attention in terms of designing outcomes and learning experiences that bear relevance to that environment. The assumption that science education as perceived in industrialised areas can be beneficial everywhere is dangerous and gives science a bad name in rural areas. The survey also showed that triangulation of research instruments is necessary to increase validity and reliability of any research programme. The most useful method appeared to be video recording the interviews.
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Conyers, Marcus. "Improving teaching practice through education, mind, and selected brain research." Thesis, University of Westminster, 2017. https://westminsterresearch.westminster.ac.uk/item/q1497/improving-teaching-practice-through-education-mind-and-selected-brain-research.
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Around the world, there is an unprecedented opportunity for improving educational outcomes by aligning the practice of teaching with the emerging science of learning. However, a research-to-practice gap persists, and many students, particularly low-income and minority children and youth, are failing to reach their academic potential. The texts submitted with this document (Conyers & Wilson, 2015a, 2016; Wilson & Conyers, 2013b, 2013c) were written as a means of bridging this gap by applying two original frameworks developed through transdisciplinary, practice-based research over 15 years. The first translates implications of education, mind, and selected brain research on how people learn into a conceptual framework and strategies for enhancing teaching and learning. The second focuses on a process for supporting changes in teaching practice and aligns with research and theory from implementation science. These frameworks have been incorporated into professional development programmes for some 100,000 educators and 2,500 teachers from 47 U.S. states, Canada, Europe, the Middle East, and Asia through one of the first two graduate degrees in this field. Studies suggest a positive impact on teaching practice and student learning. The four texts extend the impact of this body of work to a broader audience of teachers, researchers, faculty, and other educational stakeholders and uniquely incorporate research, theory, and examples of practical strategies being applied in real-world settings.
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Robertson, Prudence Jane. "Research and teaching in a community of inquiry." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2937.
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The interweaving of two strands of inquiry forms the backbone of this thesis. In the first
strand (the 'what' of the thesis) I explore the qualitatively different ways in which
academic staff at the University of Canterbury, New Zealand experience the relation
between research and teaching and investigate the pedagogical implications of this
variation. In the second strand (the 'how' of the thesis) I focus on the process of coming
to know and to talk within the field of higher education. Here I chart my journey as a
learner through the writing of the thesis. The two strands are linked through their mutual
focus on learning, inquiry and the social construction of knowledge in which both
academics and students in higher education engage.
Theoretically I position myself variously within a hermeneutic and postmodern
framework, using the tension between these perspectives to both advance and interrogate
my work. I argue that this methodological tension mirrors the dilemma of the
contemporary university, caught as it is between traditional unities and postmodern
fragmentation. Ultimately I argue a case for a productive space at the intersection of the
hermeneutic and the postmodern - a space where the university and educational research
might flourish.
I locate my empirical study within a historical and contemporary, international and local
higher education context. In doing so I highlight the contemporary tension between a
traditional, scholarly, higher education culture and a market driven, performative culture.
This tension is evident both in the paradoxical nature of recent research and in the results
of my empirical study.
In terms of empirical work, previous quantitative research in the area of the
research/teaching 'nexus' has focused primarily on the co-relation between research
productivity and student evaluations of teaching and indicates little or no relation between the two. In contrast qualitative studies, which have focused on academics' experiences of
the relation, suggest a close connection between research and teaching with discipline and
level of teaching being the principal determinants of variation. I argue that the complexity
of research, teaching and the research/teaching relation has been ignored in institutional
discourses and in the co-relational research and under-appreciated in qualitative studies.
In order to reveal this complexity I explore the individual's experience as a coherent
whole or multi-phenomenal field, which embraces knowledge, research, teaching and
learning and their inter-relation. My analysis reveals significant variation in experience
of the research/teaching relation at undergraduate level from a weak relation to a total
integration of the two phenomena.
I open up the discourse of the relation at a detailed level through an exploration of the
metaphors academics use to describe their experiences of research, teaching, learning and
knowledge and of the research/teaching relation. Those academics experiencing a weak
relation use orientational metaphors which emphasise its hierarchical nature (research is
divorced from or at best informs teaching). Those experiencing an integrated relation use
metaphors emphasising the shared (teacher and student) construction of knowledge.
These outcomes raise important questions about structures of knowledge and the nature of
disciplinary inquiry, about networks of power and about the nature of the pedagogical
relationship which determines students' participation in a community of inquiry. There is
a direct relation between academics' experiences of knowledge (which are embedded in a
disciplinary context) and their approaches to research, teaching and learning. These
experiences may also be instrumental in shaping pedagogical relations of power.
In conclusion I advocate a higher education community based on the notion of shared
(academic/student) inquiry within disciplines and increasingly, at disciplinary
intersections. My study suggests that, to survive in the twenty-first century, the university
needs to harness its fragmentation productively by seeking not agreement but robust interdisciplinary
dialogue that might enable us to live beside and understand one other while
benefiting from our heterogeneity. I argue that such dialogue must enable us to use the
perspective of the other to reflect critically on our own positions and practices.
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Dyson, J. R. "The relationship between accounting research and undergraduate teaching." Thesis, University of Surrey, 1995. http://epubs.surrey.ac.uk/2155/.
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Wells, Keith P. "An educational strategy for teaching theological research methodology." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Blum, Miriam Perez. "Using research based teaching strategies with bilingual students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2460.
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This project examines instructional approaches that have been used to teach literacy to the English language learner. It also examines elements of the Foundation for California Early Literacy Learning (2003) and how they become integrated into daily classroom instruction.
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Kim, Minyong. "Teaching, Learning, and Research as a Spiritual Journey." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482855379882582.
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Hoveka, E. P. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003616.
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The purpose of this study is to look at English Second Language IGCSE Core Curriculum for Grades 11 and 12. The criteria that has been identified and selected for analysis as stipulated by the Ministry of Basic Education and Culture Language policy Document of 1996 reads as follows: The aim of teaching English as a language should be to enable the learners to increase their participation in the learning processes. This aim was selected as the criteria for investigation because the notion of active participation by the learners in the teaching and learning process places the learners in a different perspective. In other words, the learners are to be seen as possessors of knowledge rather than ‘empty vessels’ as depicted by the behaviourist approach (Van Harmelen 1999). This idea of a learner-centred approach as embedded in Social Constructivism approach is the foundation on which the Namibian Education Reform Process is based. The justification for selecting these particular criteria for close inspection in the English Second Language Curriculum was sparked by the professional attachment of the researcher into teaching English Second Language to Grades 11 and 12 at the Herman Gmeiner Technical School in Swakopmund. The researcher is also serving as a subject head for this particular discipline. Furthermore, evaluating and analyzing the English Second Language curriculum on this particular objective, the researcher hopes to uncover or come to an understanding of how our educational practices have moved from what was practiced under the behavioural approach and to discover the needs of teachers in terms of implementing the new curriculum in their daily practices as educators. Having the criteria stated, the study will focus on how the data was collected and the type of methodology used to gather this information.
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Mungongi, Fillemon. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007716.
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1. The contextual analysis and curriculum evaluation. This paper ... aims to investigate the Upper Primary Education Curriculum with specific emphasis on the subject syllabus for English Grades 5- 7. The paper shall attempt to look at the rationale, goals and aims as well as the learning content located in this subject curriculum. It will further investigate the sociohistoric and economic context in which this curriculum has been designed; the learners for whom the curriculum is designed and the learning environment in which the curriculum is presented. 2. The epistemological foundation of the reform process. This paper attempts to explore the theory of knowledge that underpins the practices of behaviourism and constructivism. 3. The literature review. The purpose of this literature review is to examine the effect of methodology in teaching English as a second language in primary schools. It is to find out the ways of teaching English that can produce good results. It is also to find the styles of teaching English as a second language that make some teachers less effective so that such teaching styles can be discouraged. When English was introduced as the medium of instruction in Namibian schools, primary school teachers were retrained and upgraded. 4. The research proposal. The aim of the proposed study is to explore a selection of learners' perceptions of ESL classroom teaching and learning activities. Through this it is hoped to cause greater illumination on the nature of learning and teaching English. 5. The empirical study (research paper). This interpretative case study hoped to find out from learners themselves about their perceptions of ESL classroom teaching and learning activities. A variety of research tools were used, including questionnaires, interviews, observations, interactive workshops and focus group discussions, all of which provided a rich source of data for interpretation. The research findings of this study clearly indicated that there is a mismatch between the teachers and learners' perceptions about the language skills and tasks encountered in the classrooms. From what was gained from the participants in this research, tentative suggestions are made.
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Adusei-Owusu, James. "Research projects." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003624.
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RESEARCH PROJECTS: 1 RESEARCH PROJECT ONE: A literature review: Constructivism: An alternate approach to teaching and learning. Abstract The constructivist perspectives on learning have helped enhance science educators' understanding of how students make sense of their lived experiences. Constructivism purports to be a transformation of the traditional curriculum. As such this article starts with a brief overview of behaviorism: the scientific approach to education. The main tenets underlying constructivism, how constructivism guides educators to change their classroom practice, and the implications to science teaching have been reviewed. 2 RESEARCH PROJECT TWO (Empirical study): Being Constructive: College students' learning of work and heat as aspects of the energy concept based a constructivist approach. Abstract This study is an extension of a literature review on constructivism as an alternate teaching and learning approach discussed in research project one. It is an empirical study concerning the use of a learning module based on a constructivist approach to develop pre-service student teachers' understanding of work and heat as aspects of the energy concept. The data consisted mainly of transcripts of students' interviews, written responses to questionnaires designed in the form of a worksheet, and comments from non-participant observers and students. The results seem to suggest that a carefully designed learning module based on a constructivist teaching and learning approach may be a valuable tool in developing pre-service student teachers' understanding of work and heat. 3 RESEARCH PROJECT THREE (Empirical study): A College in transition: A case study of the readiness of a college in the Eastern Cape province to implement Outcomes-Based Education in an Education Development centre. Abstract Curriculum 2005 premised on Outcomes-Based Education is the new curriculum framework for South Africa. It signifies a paradigm shift in education from the traditional 'telling-listening' relationship between the teacher and the learner to one that emphasises leamer-centred approach to the teaching process. Teachers, though recognized as crucial to the educational transformation process in the country have also being identified as ill-equipped to meet the challenges posed by Outcomes-Based Education. This study starts with a brief overview of the South African curriculum and the main tenets underlying Outcomes-Based Education. The institutional conditions and whether the lecturers at a college in the Eastern Cape province perceive the need for a change in their classroom practice were also investigated. Bearing in mind the need for further research to validate the findings of this study, positive indicators that emerged from the study suggest the readiness of the college to implement Outcomes-Based Education at the proposed Education Development Centre.
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Gontes, Karolina. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003614.
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The purpose of the study is to investigate how mother tongue instruction influences the learner performance in the acquisition of reading and comprehension skills of Khoekhoegowab speaking learners in Grade 2 in comparison with foreign medium of instruction. (p. 1)
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Shaanika, E. N. "Research portfolio." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003618.
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This study is a contextual analysis and evaluation of the Arts-in-Culture curriculum at Ongwediva College of Education. Arts-in-Culture is one of the core subjects in the Basic Education Teacher Diploma (BETD)’s Broad Curriculum. At colleges such as Ongwediva, Caprivi and Rundu, student teachers study Arts as a core subject, while at Windhoek College of Education it can be studied as either a major or a core subject. In this study, I have raised some questions: Why is it that at Ongwediva College, the status of Arts-in-Culture is still low in comparison to other curriculum subjects like sciences and languages? Do student teachers and teacher educators fully understand how to assess the subject? Is the syllabus open for everyone? Is the learning environment conducive to offering the subject? Do the syllabus; learning environment, teacher educators and student teachers promote the goals of education for all? This study first gives the historical background of the subject. The background is of a diverse nature, namely African Indigenous Arts education, Black Arts education under the missionaries, Black Arts education under the South Africa Regime and Arts Education in the current Namibian reform dispensation. Second, the data collecting methodologies of this study are discussed. This includes how I collected information, who I contacted to collect this information, the tools I used to collect data, when and where I used them, why they were used and how they were used, the difficulties or problems I encountered and what I have learned about myself during the process. The third part of this study is the analysis of my findings from the participants interviewed and the fourth is how I have tried to link these different sections together. The last part of the paper is my conclusion.
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Thomas, Jill C. "FACILITATING CITIZENSHIP THROUGH TEACHING ACTION RESEARCH: AN UNDERGRADUATE COURSE AS AN ACTION RESEARCH INTERVENTION." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1151511852.
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Bosch, Horacio E., Claudia Guzner, Mercedes S. Bergero, Blasi Mario A. Di, Adriana Schilardi, and Leonor Carvajal. "Innovations in Educational Research and Teaching of Experimental Calculus." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79493.
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For several decades, there have been a varying number of books on Calculus following the classic line of mathematical thought, where Mathematics is taught for everybody by means of rigorous definitions, theorems, and carefully detailed and extensive demonstrations. For mathematical education into the XXI Century the students need to achieve ability in handling of present mathematical tools and concepts from the beginning of their courses. These needs can be achieved today by means of a paradigmatic change in the focus of mathematics teaching: to learn to develop ideas and to experiment and test those ideas in such way that students can verify their own inferences. In this paper we report an educational research in teaching
and learning functions models according to a new paradigm in hands-on experimental mathematics, with applications in the real world, i.e. sciences and engineering by using Computer Algebra Systems. The study of functions is presented, focused into the framing of Exploratory Learning Systems, where students learn
by means of the action and their participation in it. It is designed for teachers working together with students in a computer laboratory like hands-on workshops-type activities on other sciences. In this way students have a more “alive”, “realistic” and “accessible” touch in Calculus.
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HSIEN, HUANG MAU, and 黃邁賢. "The Action Research of Language Teaching Strategyin KindergartenThe Action Research of Language Teaching Strategyin KindergartenThe Action Research of Language Teaching Strategy." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/76bxx2.
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碩士<br>國立臺東大學<br>幼兒教育學系碩士班<br>97<br>The Action Research of Language Teaching Strategy
in Kindergarten
Abstract
The study adoptes the action research approach.The research participants include 16 children, and the researcher who is a kindergarten teacher. All researchers are in the kindergarten attached to a primary school of Kaohsiung County.
The research purposes are as the following: (a) the changes in the language teaching, and (b) the reflection in developing the professional knowledge language teaching in kindergarten. The findings of the study are summarized as follows:
First: Language Teaching Strategy
As solving the difficulties in language teaching, the researcher applies four teaching strategies (1) drills for language, (2) experimental teaching of recognizing Chinese, (3) storybook reading, and (4) learning form the activity - the principle of Whole Language Method.
Second: Teacher's Professional development
To increase the effect of language teaching strategy, the researcher experience four developmental stages: (1) the researcher of this study ignored the importance of children' language learning, (2) the researcher realized the importance of children' language learning, (3) the researcher noticed the children' innate language learning ability, (4) understanding how children acquired language.
Pedagogical recommendations for the use of peer evaluation in EFL classrooms are provided in the end.
Keywords: Teacher's Profession Development
Whole Language Method
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Chang, Hung-Chin, and 張宏琴. "The research of metacognitive and teaching readingThe research of metacognitive and teaching reading." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/03537342692935010505.
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碩士<br>臺北市立教育大學<br>應用語言文學研究所<br>94<br>It is a background that this research puts emphasis on studying the ability of the new knowledge through reading, and this study was to research the metacognitive and teaching reading. Dividing two parts of the theory and application on teaching reading and metacognitive.
The content is divided into five chapters : Chapter one introduction, introduce the analysis of research background and motive, research purpose and question, research range, method, research present situation; Chapter two behind set up metacognitive, to after source and course, definition, theory structure, and the development of strategy; Chapter three teaching reading to probe into, analysis in depth the definition, goal and ability to read, read the course and way of understanding, and read teaching method, strategy; Chapter four the metacognitive was applied in teaching reading, the metacognitive of idea and goal in teaching reading after probing into, type , strategy, and direct instruction, reciprocal teaching, and question teaching the actual teaching in the classroom of primary school to give a demonstration that are used; Chapter five the conclusion, state the result and discovery of this research, and study the suggestion that the direction put forward on the future.
This research was through summing up, classifying and putting in order, the metacognitive way and tactics that are teaching reading after probing into at the same time, hope to offer a teacher to the primary school to have metacognitive while teaching reading course after going on, there are foundation of the theory and skill of the practice, and then the ones that develop and go out of the suitable pupil of primary school and use metacognitive teaching reading strategy, reading comprehension and ability in order to promote pupils.
Finally, it expects this research to after set up it metacognitive and reading by arrangement, teaching of intension, and to after set up the discussion more, offer follow-up reference of research not relevant of.
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Shang, Lijun. "Integrate student research projects teaching into staff research." 2016. http://hdl.handle.net/10454/10912.
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yes<br>University lecturers are required to undertake teaching and also to produce high quality papers for REF. This can be a very hard situation, especially for early career researchers. They always face the diplomas of no starting-up funding and no man power to start a new research area. This could be very challenging. Apart from
constantly pursing funding and establishing collaboration, I integrated student research projects teaching into my own
research. I summarise main points which help me to achieve. 1) Designing a multidisciplinary project. Research
informed teaching is the key to success. Based on my own research plan, I designed interdisciplinary project to attract
students with particular attention to decompose comprehensive research proposal into small parts which is achievable
within students’ ability and time scale. For example, in the past two years I designed a series projects for final year
undergraduates and MSc students based on my own projects of “interaction of nanoparticle with cell membrane”.
Within these projects, students will have chance to expose themselves to research. For example, students will be able
to explore new research area of nanotechnology, especially on nanoparticles; basic biological lab skills like cell
culture, treating cells with toxins; and physiological implication of nanoparticles interacting with human body etc.
These greatly inspire students thinking. At the meantime, giving student freedom and full supervision allow them to be
successful. Through carefully supervision I am confident that I could get preliminary data from students’ experiments
for my grant application. 2) Integrating resources to exert full. I deliberately arranged students at different levels to
join in my own project at different stages. For example, final year undergraduate projects starts from Oct every year
and last till March, then MSc project starts from Feb every year and last till August. I also apply for small funds to have
summer students from July to Sept. Therefore I can always have students doing some experiment in the lab. The
budgets from student projects are really good boost and supplementary for my own project. There is also a
consistency in the projects to avoid waste and unnecessary repeat. I included students in materials, equipment
preparation and explained key updated skills to increase students’ passion and to inform them of how to start a new
topic from scratch. 3) Setting high standard to achieve. I continuously encourage students to achieve. It would be
great to have someone who can work through whole period of your new research proposal. I particularly encourage
students to design experiments, to deliver ideas, to write scientific reports for conference, and even to draft paper for
submission. This would not only help students for their future career but also help myself to quickly build up my own
research. It is hard process but worth.
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Liu, Yu-ting, and 劉玉婷. "An Action Research on “Workstations Teaching” for Vocabulary Teaching." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/88184860049502151525.
Full textAbstract:
碩士<br>臺北市立大學<br>學習與媒材設計學系課程與教學碩士班<br>103<br>The researcher takes action research in this study. The purpose of this study is to design appropriate vocabulary curriculum and implement for 4th graders by implementing “Workstations Teaching” and explore students’ vocabulary learning performance in the process. Moreover, the research tries to examine how the researcher reflects on the teaching process and gets growth.
Twenty-five 4th graders from an elementary school in New Taipei City were the objects of this study. The vocabulary program by “Workstations Teaching” involved three weeks , and 2 sessions a week, totally 6 sessions. The research collected the data from students’ pretest and protest scores on instructor-designed “Test of Chinese Vocabulary Achievement” and “Chinese Vocabulary Learning Attitude Scale”, students’ learning records, teaching feedback sheet. And then, the research did the data analysis and discussion. The major findings of this study were explained as follows.
1.Analysis of designing vocabulary curriculum and implement by implementing “Workstations Teaching”
The workstations include “vocabulary meaning workstation”, “vocabulary phonetic and orthographic workstation“ , “sentence making workstation“ when designing vocabulary curriculum by implementing “Workstations Teaching”. Moreover, tasks of workstations should be interesting, and have simple operation, different levels of challenge.
2.Students’ vocabulary learning performance
In students’ cognitive learning, ”Workstations Teaching” contributed to improving vocabulary learning achievement. In students’ affective learning, students have good vocabulary learning attitude.
3.After the vocabulary teaching, suggestions are made.
Based on the research findings, some suggestions were given to other educators and future study.
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Wang, Ching-hsin, and 王靜新. "Research on History Teaching Methods." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/86241032529037297942.
Full textAbstract:
碩士<br>中華大學<br>科技管理學系<br>104<br>Scholars have studied methods on history teaching for a long time in Taiwan. As a whole, these studies focused on a single teaching method, lack of holistic perspectives to evaluate the view of teachers when they engage in practical teaching activities. There are too many methods on history teaching, with various aspects, so it is difficult to discuss the teaching methods of history as a whole.
In this thesis, I will adopt the method of DEMATEL to analyze the various levels of methods on history teaching and study the teaching methods which teachers regarded as important and influential. I will further discuss history teachers’ views according to the following changes: under the innovations in teaching methods which the Ministry of Education pushed and the impact of the wave of informatization and digitization. We get the following two conclusions:
The first conclusion is that teachers still attach much importance to the traditional methods of teaching. Despite the recent wave of flipped classroom, this survey shows that history teachers still pay attention to their guides and attitudes, but it also reveals that the teachers have become obviously aware of the effects of the Ministry of Education’s policy in recent years. Things such as multiple assessment, cooperative learning, group competition and group discussion, therefore are still regarded as the most important teaching methods. These methods, which the Ministry of Education hopes will gain a dominant position in changing the existing teaching mode, did not however achieve a dominant role in the actual teaching process.
The final conclusion is that this study also reveals the teacher’s view of the impact of new technology on teaching history. Teachers believe that computer animation, video games, film and cultural relic images are the most influential teaching methods, but, despite their importance, they are the lowest priority. There is also an apparent cognition-practice gap.
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Lee, Shu-Lin, and 李淑玲. "A Research of Drawing Teaching for Children-Step Leading Teaching." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/97893779738391007887.
Full textAbstract:
碩士<br>華梵大學<br>工業設計學系碩士班<br>98<br>In this almost 10 years of elementary school art education of Taiwan, some teachers who do not receive the art degree of college perform the programs of art to the pupils. Due to the regulations of Education Bureau, all of teachers in elementary school who should are responsible for 20~23 hours in teaching, some teachers don’t release the art program. They think the art program loading is much less than other courses, so perform the teaching by themselves. Truthfully, they confront some difficulties on art teaching which make the students less willing to draw in classrooms. The research is try to find a new teaching method for drawing courses to get solve the problems. Research hope that the method, step leading teaching, is adopted by most teachers having the difficulties to strength the effects of student art learning.
Researcher performs the research with 3 teams: target (step leading), standard (picture demonstration), comparison (free creating), in drawing courses. Having three subjects for each team, each team having 15 students, they make the drawings in two hours under 3 different teachers supervisions. After all art teaching finished, Research evaluate the students’ drawings and calculate the data according to the 5-grade evaluation form on “Completeness”, “Color plentiful ness”, and “Compose integration”, and compare with among the “step leading teaching method”, “picture demonstration”, and “free creating”.
The Step Leading Teaching method is much betters then other two in drawing courses according the data from the experiment. The method can let student more concentrate on drawing with combining characterizing, observity, and creativity, achieving the goals of art education in elementary school.
Researcher hopes the results of the research can be as an important reference for those teachers who having art teaching difficulties, then to improve the system of children art education in Taiwan.
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O'Rourke, Maris L. (Maris Lilian). "Facilitating learning: integrating teaching and research." 1985. http://hdl.handle.net/2292/2270.
Full textAbstract:
The research studies reported in this thesis extend over a 5-year period of my own growth and development as a researcher and teacher. Two themes run in parallel. The first theme was improvement in skills in implementing objective research to assess behaviour change resulting from childcare and teacher training programmes. The second theme was the clarification and explanation of my own role and behaviour as a trainer of teachers and childcare workers. The theoretical framework used for the objective research was applied behaviour analysis and the one used to explain my behaviour was Argyris and Schon's (1974) theory of action with its two different theories-in-use. Model I is where people strive to satisfy the governing variables of defining goals and trying to achieve them; winning not losing; minimising negative feelings; and being rational. This creates conditions where only single-loop learning is possible. Single-loop learning is where people adopt new actions to realise their governing variables. However double-loop learning, where we learn to change the governing variables themselves, is only possible with a Model II theory-in-use i.e. where people strive to give and get valid information, make free and informed choices and generate internal commitment to the choices. During Study I my own behaviour as a researcher and teacher could be explained in terms of Model I. I adopted a rigorous research model for the research and a traditional authoritarian model for the teaching. However I perceived a mismatch between what I said (Model II) and what I did (Model I), also I did not like the 'behavioural world' my research activities had created. I wanted to be an effective teacher and an effective researcher yet the two seemed incompatible. The rigorous research methods I was using to evaluate my teaching were limiting the quality of learning and teaching. In Study 1 the effects of training 8 childcare students in two childcare centres using Specific Instruction, Graphic Feedback and Daily Verbal Feedback were evaluated for three caregiver behaviours: non-verbal, verbal and participation (in activities, childcare and housework). This first study showed that when the unilaterally controlling methods of rigorous research were combined with authoritarian teaching, conditions were produced which explained only how people would behave under similar circumstances of control and generalisation was limited. In Study 2 the effects of training 8 childcare supervisors to train their staffs in eight childcare centres using a training package which included Negotiated Instruction, Practice and Feedback were evaluated for three caregiver behaviours: talking with children and adults; socio-emotional (positive and negative); and participation (in activities, childcare and housework). During Study 2 I tried to make the transition from Model I to Model II and moved to teaching where I shared control through negotiating the curriculum and research which included social validation measures. However on reflecting on the outcomes of Study 2 I realised that I was still continuing to do Model I research (where I unilaterally controlled and master-minded the research design, goals and procedures) whereas in contrast in my teaching role I had simply adopted a role which was opposite of Model I (i.e. I had handed control over to the participants). However Study 2 showed that when rigorous research was combined with a negotiated curriculum (unilateral control and shared control) more generalisation occurred. Results indicated that childcare supervisors could effect significant changes in their own behaviour after a training package of negotiated instruction, feedback and practice. Further, they could transfer skills learned to their staffs. These changes were only achieved when: (1) A mismatch could be shown between what the supervisors and staff said and what they did and they judged the behaviour to be important and desirable; (2) Feedback on performance was provided to the supervisors by the experimenter and to the staffs by their supervisors; (3) Opportunities for comparisons of performance were provided (either within-subjects or between-subject); and (4) Supervisors could negotiate to learn the specific skills they needed e.g. how to give positive and negative feedback to staff. Following Study 2 I continued to try to match my espoused views with my practice in my teaching and integrate teaching and research within a Model II framework. I felt that teaching and research need not be separate activities if the data generated could be used for clients' learning and skills learned generalised to the 'real' world. I therefore taught an exploratory course involving aspects of self-control by participants and shared control over course goals and methods. Experience in teaching this course suggested that when socially significant goals were targeted and students collected their own baseline data, data were generated which course members could use to understand, and in some cases solve, their own problems. Creating conditions which fostered psychological ownership of goals and methods for changing behaviour (giving clients choices; working on behaviours clients judged important and desirable; creating favourable attitudes towards training; and giving clients responsibility for implementation), appeared to enhance the occurrence of generalisation. The thesis, then, arrives at two fundamental propositions. The first is that the process of conducting rigorous applied research (e.g. research-determined and specified hypotheses, predetermined measures, research design etc.) reinforces the discovery and invention of single-loop solutions only. The second is that research and training programmes that attempt to embody Argyris' (1974) Model II theory-in-use will be more effective for developing conditions where a new set of skills can be produced as well (double-loop learning).
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Lee, Heng-Hui, and 李恆惠. "Teaching Children Writing Through Speaking Research." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/45271283341675021505.
Full textAbstract:
碩士<br>國立花蓮師範學院<br>語文科教學碩士班<br>93<br>Abstract
The research is meat to explore whether the project “Teaching
Children Writing Through Speaking” could effectively help the children
improve their Chinese ability. The process starts with speaking and ends in
writing, which would guide or lead the children step by step to put the words
or phrases they have learned into article. The research is based both on
quality and quantity. The quality of the students’ reports will be measured
by way of observing, interviewing, questionnaire and documentary analysis.
In order to make the measurement or judgment more accurate and explicit,
data collected would then be analyzed by the software SPSS11.0 for windows to
figure out the results. The targeted figures are the second grades, and the
students would be divided into three groups, higher level, medium and lower
level. And a focused figure would be chosen from each group.
The results after being tested are as follows:
I.
Teachers could improve students’ ability to speak and write
through guided speaking and reading.
II.
Students perform much better in terms of listening, speaking and
writing after the test.
III.
Students could write longer sentences and paragraphs and use less
incorrect words.
IV.
Students have the abilities in listening and speaking definitely
improved.
V.
The data indicates that there are no close relationships among
listening, reading and writing.
VI.
Students’ attitudes towards motivation, interactive learning and
reflection are improved.
It’s hoped that the research could be of referential values for those who
want to teach.
Key words：Teaching children through speaking. Composition speaking.
Composition writing. Teaching writing with speaking and ends in writing. Learning abilities.
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Lu, ChiAn, and 呂啟安. "Sketch Teaching System Design And Research." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/86940616820159380550.
Full textAbstract:
碩士<br>玄奘大學<br>大眾傳播研究所<br>100<br>The sketch is the field of visual arts started basic training, but often the length of teaching time and classroom space, many factors interfere with the traditional teaching, so if it can provide a solution to the problem will be able to reduce the troubles encountered by the students' learning.
Research to a general sketch teaching supplemented by augmented reality technology, and in line with the teaching activities assisted teaching the use of augmented reality, virtual objects and learning information into the real environment, by the interactive approach to enhance learner motivation. First use of literature in the course of the study to determine the functionality required by the qualitative analysis of interviews learners in the system, the system was completed for the learner to use the post-test assessment and quantification of
According to the experimental results show that students averaged 4.05 for the overall system responsiveness generally given than the positive reaction, and the previous study because of the traditional model is difficult to store and incorporate multi gypsum added in the study model can indeed increase students 'motivation 4.11, augmented reality combined with multimedia assisted sketch instruction can effectively enhance students' motivation to learn, and improve the teaching of traditional sketch is not convenient. In addition, use of augmented reality assisted instruction, not only in the learning process more interesting, also subtly enhance the interaction between students and teachers.
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Ching, Kao Tzu, and 高子晴. "The research of children’s choral teaching." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/45276016929209752028.
Full textAbstract:
碩士<br>國立屏東師範學院<br>音樂教育學系碩士班<br>93<br>This thesis focuses on the principal axle of a successful chorus as a case study, which reviews national and foreign literature from the perspective of education as well as an in-depth understanding of the position of chorus education in the history of music. I have researched the principles of children’s singing education, the schooling content of children’s chorus and the case study of the content of the education of children’s chorus. Therefore this thesis focuses on the analytical method of literature. I gathered and arranged relevant historical literature as the foundation and framework of theory. In addition, I interviewed experienced chorus experts that have taught children’s chorus in practice, observed the education of chorus on site, and devise the tables of observation and interview as coding data herein. I inducted and analyzed the collected data as the coherent demonstration both for the theory of literature and practical education.
Because I am competent with an in-depth understanding of the differences between the practical teaching and theory of education, I selected “Qualitative Research” as the research paradigm for my purpose and adopted onsite observation of the chorus teaching and researched the schooling content of the children’s chorus per case. I adopted the case study qualitative research method and I undertook in-depth interviews as my analytical material in the thesis herein. I analyzed and interpreted the content of the interviews in attempt to understand the true content of teaching of children’s chorus per case and the adviser’s schooling idea, method, the response of students, and teaching materials. According to the research, I conclude the result of the research as follows:
1. THE PRINCIPLE OF CONTENT OF SCHOOLING COURSE OF CHILDREN’S CHORUS
(1) The singer must make adequate use of the belly breathing method, in addition to the adjustment of lungs and diaphragm, the singer must also coordinate the muscles of chest and dorsum to master the perfect method of inhalation for singing.
(2) The six pairs of muscles in one’s larynx control vocal cords by the lever law to voice.
(3) The main resonance cavity for singing is the mouth and nasal cavity above the vocal cords
(4) Developing children will hurt their vocal cords if they overuse their chest to voice, while the practice of “head voice” will develop sweet voice for the children and enjoy numerous benefits for the children in their life. The conductor of chorus should understand the characteristic of the development of children’s voice and then he can give adequate instruction for the chorus members in the course of the chorus teaching.
2. THE CONTENT OF COURSE OF CHILDREN CHORUS TEACHING
(1) The efficient warm-up activity for singing must start from the adequate posture of singing plus the breathing, acoustic resonance, voice and tone production methods to develop clear and beautiful voice.
(2) The instruction of tonic sense is very important in the practice of chorus, therefore the chorus conductor must have the education background for instructing tonic sense and in the teaching course of chorus the conductor can cultivate the members how to better discern and sing the different rhythms, tunes and melodies and harmony.
(3) Reading score must be trained prior to the formal chorus instruction, after the students become well trained, then the instructor undergoes the practice of chorus.
(4) Rhythmic sense must start from the cultivation of chorus members’ basic competence to distinguish the tonic length and stress or weakness
(5) The design and arrangement of chorus teaching should be integrated and synthetic, i.e. each item of chorus activities, its practice should be extremely relative.
(6) The chorus should be considered as a class and the conductor is the key person to manage to every affair of the chorus members. Therefore, an excellent chorus conductor should understand the principle of the management and possess the capability of the management for a class and work out the team management to fulfill the target of the perfect chorus teaching.
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Ho, Yu-Wen, and 何郁玟. "Research on Ballet Teacher’s Teaching Ideology." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/54842210184540207231.
Full textAbstract:
碩士<br>中國文化大學<br>舞蹈研究所<br>89<br>Research on Ballet Teacher’s Teaching Ideology
Supervisors：Yu-Wen Ho
Investigstor：Man-Li Wu
Abstract
Teachers are the key component to influencing a student’s learning behavior. Other than exploring teaching behavior, understanding the underlying teaching ideology and concept is also worth looking into. Researchers are highly interested in understanding a ballet teacher’s teaching ideology and concept, and understand that a teacher’s teaching ideology and its teaching behavior are closely related. And to thoroughly understand a ballet teacher’s ideals and concept and its affect on teaching behavior greatly heighten the level and quality of ballet.
This research at hand focuses on the ballet teachers of the dancing department in Taipei Hwa Kang Art School. The main goal is (1) to understand the criteria required of a ballet teacher in Hwa Kang Art School; (2) the relationship between the ballet teachers teaching ideology and its behavior; (3) to discuss the factors which affect the ballet teacher’s teaching ideology.
This research adopts a sampling method, using observations, interviews and document analysis to gather information from two ballet teachers during a 6-month period. This research also uses related documents/discussions to further explore the ideology and concept of teaching, students and teachers. The result of the research is as follows:
1)Teachers possess teaching effectiveness ideology
2)Teachers possess passion and professionalism that give
students emotional support and encouragement
3)Teaching method shall compliment the student’s learning
ability by adopting a gradual and repetitive approach.
4)The effectiveness of a teacher lies in the student’s
attitude and progress, focusing on the importance of learning
process.
5)Teachers can guide the students into the essence of learning,
allowing the students to receive concept and skills, and
providing the students ample learning opportunities.
6)Factors affecting a ballet teacher in Hwa Kang Art School
includes, experience, professionalism, former teachers
teaching and students.
Key words: Ballet, Dance Teaching, Ideology and Teaching
Ideology
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Chen, HuiMin, and 陳慧敏. "Action Research On Green Consumption Teaching." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/56813748675248379944.
Full textAbstract:
碩士<br>環球科技大學<br>環境資源管理所<br>100<br>A method of action research was adopted in this study. The green-consumption
courses designed by the researcher aimed to explore the promotion of the
second-grade elementary school students’ cognition of the green consumption issues
and their behavior changed by the courses.
The result analyzed by using the questionnaire statistics showed that there were
significant promotion of the experimental students about the overall concept of green
consumption. The average score 82.63 of the post-test was increased compared with
the average score 73.07 of the pre-test. The post-test scores of the questionnaire
compared with the pre-test scores had a significant increase of 13.08%. It showed that
the preliminary effectiveness of teaching were obtained after a period of related
teaching about green consumption courses.
To make the research process more rigorous, the researcher collected qualitative
data such as records of classroom observations, teaching feedback questionnaires,
student interviews and so on. At last the researcher summarized the qualitative data
analyses to obtain more objective results. The results showed that students were
increasingly able to examine the needs of shopping after a period of greenconsumption
related teaching. Likewise, they were increasingly able to reduce the
purchase of multiple packaging stationery. Besides, they were increasingly able to
reduce the frequency of drinking bottled drinks. They were also increasingly able to
bring their own tableware made of stainless steel. Furthermore, they could take the
initiative to switch off the power unused when class bell rang. They were also could
exchange books and toys with others and so on.
According to the findings and the spirit of action research ,conclusions of the
study were as follows:
First, students could enhance awareness and sensitivity to the environment after
the green-consumption teaching courses.
Second, students could enhance the environmental action skills after the
green-consumption teaching courses.
Third, students could implement the green consumption behavior in their daily
lives after the green-consumption teaching courses.
Fourth, the teachers' professional growth was enhanced at the moment of the
green-consumption teaching.
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HSIANG-YI, HUANG, and 黃湘怡. "Action Research On Early Creative Teaching." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/30617402308542491904.
Full textAbstract:
碩士<br>國立新竹教育大學<br>幼兒教育學系幼稚園教師教學碩士班<br>102<br>The purpose of this study was to improve teaching skills and to motivate preschoolers in my teaching site. Through action research of “knowledge, action and reflection”, examine the process and the results of incorporating creative teaching into classroom. The research questions are such that how was the overall appearance of creative teaching? What strategies did I adopt? And what was the situation of implementing creative teaching and its coping strategies?
The action research of creative teaching can be divided into three stages: germination stage, implementation stage, and integration stage. It is generally a co-constructed thematic curriculum based on children's interest. Most importantly, there are ten action strategies formulated after reviewing the literature and reflecting on my teaching situation. For the aspect of “contents of teaching”, it has two strategies: one is the activity of fun, challenging and creative representation. The other is integrated content co-constructed by teacher and children. For the aspect of “teaching method”, it has five strategies: providing situation and chances to explore and solve problems, developing curriculum by the scaffolding of language and situation, seeking diversity of activities and renovation of teaching methods, guiding thinking by using open and convergent questions, encouraging children to make elaboration through continual exploration, presentation and dialogue. In the aspect of “teaching environment”, it has three strategies: creating a positive atmosphere of democracy and growth to represent confidently, providing general material and then additional material, and providing multiple choice and application of the space. By applying these ten strategies, the overall teaching appearance reflects the characteristics of creative teaching. As to the overall learning appearance, firstly, children initiated to explore and were motivated by curiosity. Secondly, children expressed themselves freely through imagination. Thirdly, children’s idea and work were unique and flexible.
After applying strategies of creative teaching, there were three situations encountered and thereby coped. First, after applying strategy of “developing curriculum by the scaffolding of language and situation”, as facing the situation that preschoolers "had been getting attention and plunge into topic", in order to keep children construct knowledge and encourage creativity, the copying strategy gradually increased other kinds of scaffolding besides language and situation framework. And then the strategy was modified as “applying multiple scaffolding.” Second, after applying the strategy of “guiding thinking by using open and convergent questions”, as facing the situation that children were able to focus on the topic, the coping strategy became “gradually add more open questions.” And then in order to inspire children and make improvement the strategy was modified as “mainly on open questions.” Third, after applying the strategy of “providing general material and then additional material”, as facing the situations that classroom was disorder and defocus because of the new material, the coping strategy became “besides general material, successively add new materials”. And then in order to help children to think the ways of applying materials and show their creativity, the strategy was modified as “providing diverse materials and giving the opportunity for experiencing and for thinking how to apply the materials ” Finally, providing suggestions on the practice of creative teaching and future research.
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chung, tien chien, and 田建中. "The research subject of language teaching." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/13712799671490078508.
Full textAbstract:
碩士<br>國立屏東師範學院<br>國民教育研究所<br>91<br>During the 9-year compulsory education system was innovating, every school should face the issues on how to improve the programs and teaching, and redesign the school’s culture. Consequently, this research is going to point out the thought of experience sharing and teaching.
This studying would point on the original Chinese phonetic teaching, which spend one year working with the teachers who are the members of first year language teaching team in the same school. There are three working targets which will give the directions for this studying: (1) Researching on how to become the group of “working with language teaching” and the real behaviors of the small organizations; (2) Studying on the questions relating to the handbook of Chinese phonetic teaching, and the reaction behaviors of the teachers; (3) Researching into the “knowledge” which created by the group of “working with language teaching” learning, and influenced on the research partners.
This studying would collect some quality references and analyze the procedures that following the activities process of “language teaching” group, which can establish a new team, motion and details of the group meeting. According to the foregoing and understanding, this studying will aim on three issues that mentioned before to analyze and discuss thorough. This studying will discuss on “The area of administration construct and support learning in a security condition”, “The teachers can generally identify with research function”, “ The review of 9-year compulsory education system practicing” and “ Advises and expected on original teaching in language area”, which are not the conclusions. This studying expecte all educators giving some advise and look forward the behavior of “ working with language teaching ”. As a result, the studying will hope this education innovating could encourage more possibility.
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Tien, Dung-Ling, and 田東靈. "The Research of Elementary School Teacher's Teaching Beliefs in Listening Teaching." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/64898366666543373500.
Full textAbstract:
碩士<br>國立臺中教育大學<br>語文教育學系碩士班<br>95<br>This thesis aims at analyzing of the teacher belief in listening teaching. And the researcher wants to help teachers to adjust their new teaching belief and help them to improve their professional knowledge by this analysis. The topics of this study are as following：
The chapter one is describing how important of the listening teaching is, and then to discuss the motivation of the research，the range of the research，the method of the research，and the arrangement for sections and chapters，etc. The chapter two is to investigate the theories and studies about this thesis. Besides, the researcher tried to definite the meaning of listening、listening teaching, and teacher beliefs. The chapter three is investigating the ways and process of this case. And then, the chapter four is telling the readers about the result of this study. The result are divided into three parts as below：the reflection of teachers’ professional formed、the establishment of listening teaching concepts, and the teachers’ digestion of listening environment. At last, the researcher offers the conclusion in the chapter five, and gives some comments and advises to the future similar studies.
During this process, the researcher found, teachers in the elementary school had started to teach some listening skills, but almost all the teachers never know about it. On the other hand, some teachers said they are willing to get the new information about the education. Thus, if nowadays the educational environment can prove teachers more information about listening teaching, it could help them to confront status of listening teaching.
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HSU, CHEN-WEN, and 徐貞文. "Analyse the Teaching Plan of Creative Genealogy Teaching with Action Research." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/gcb8cs.
Full textAbstract:
碩士<br>建國科技大學<br>創意生活應用設計研究所<br>107<br>The genealogy had existed since the Five Emperors. Several experiences have changed, and the content and meaning of the genealogy have changed. The development of the genealogy has not only recorded the origin of its own blood, but also the collective memory, history and evolution of the whole family, and it can also unite the centripetal force of the family. However, the family concept passed down from generation to generation is becoming thinner, less childish, family structure changes, family genealogy when the families migrate, and other factors. The inheritance of family genealogy is threatened and increasingly ignored. In recent years, local government agencies and civil organizations have added interest to the family's cultural heritage, to handle genealogy design competitions, genealogical literature camps, or to promote the digitization of genealogies, so that genealogy compilation is more in line with the times.
This study upholds the spirit of " competency-based" emphasized by the 12-year state education and the design of teaching activities of "exploration and implementation". Through creative genealogy teaching, students are guided to explore family/family stories. This study adopts action research and conducts curriculum revision and phased implementation through teaching observation and curriculum reflection. I hope that this study will strengthen the connection between the old and new generations of genealogy and encourage everyone to try to create creative genealogy. Understand the story of the brilliant life of each individual member of the family, and integrate more closely with the family to enhance each other's emotions. The conclusion of this study is as follows：
(1) Integrating knowledge, attitudes and skills: Students not only know the genealogy and family culture related knowledge; they understand the family, family and their own positioning, as well as the family and family influence on the individual, making the relationship between the family more intimate; Through family members' cooperation, brainstorming and creativity, complete creative genealogy works.
(2) Emphasis on contextualized and veined learning: guide students to actively interact with family members, understand family stories through dialogue, and then have a deep emotional connection and identity to the family, inherit cultural, historical and life experiences, and cherish the meaning of their existence.
(3) Emphasis on learning process, strategy and methods: to develop students' ability to act independently, to observe the interaction between family members, to understand the problems faced within the family, and to think about ways to solve problems.
(4) The use of practice: students can use the meaning and connotation of genealogy, interact and communicate with family members, explore and collect family stories, and understand the growth process of members of the same family. Use the various symbols such as words and art to create and express the genealogy of the story.
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Cheng, Wan-Chun, and 鄭婉君. "Middle School Classical Chinese Function Words Teaching Material and Teaching Research." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/g3j74j.
Full textAbstract:
碩士<br>國立東華大學<br>中國語文學系<br>100<br>Classical Chinese is an important part of linguistics for philosophy, history, and literature of Chinese culture. Learning Classical Chinese of various dynasties is the basic ability to help cultivating students’ Chinese language. To understand Classical Chinese, it is a must to learn classical Chinese function words, because classical Chinese function words is the key for reading Classical Chinese.
The teaching material, teaching and learning method are closely related. Mastering the relationship between teaching methods of teachers, the learning methods of students, and the teaching materials of classical function words, in addition, understand the importance of function words in Classical Chinese; will allow us to appreciate the interpretation of articles. Find out the meaning and part of speech and link different part of context together are important for the interpretation of classical Chinese function words in each paragraph.
In a classical Chinese article, the same function words could have the same meaning or different meaning. The meanings or part of speeches of these function words have high degree of overlap in each article or dynasties, therefore, it is particularly suitable for the use of old and new contact pedagogy and comparative teaching method.
With a classical, the same word is synonymous with the word-defined classical Chinese function words, these function words in each chapter or dynasties, its meaning or part of speech has a high degree of overlap, and therefore particularly suitable for old and new connection pedagogy, comparative teaching method of use. It is a phenomenon for the types of classical Chinese function words in each dynasty to progress gradually over time. Analysis of the difference of the classical Chinese Words in the different articles and different dynasties, are more helpful to the understanding of the content of the article.
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Chen, Chin-Chu, and 陳金珠. "Research on Design and Teaching of Experiential Inquiry-Based Teaching Module." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/34356600031347699525.
Full textAbstract:
碩士<br>國立臺北教育大學<br>自然科學教育學系碩士班<br>96<br>This study uses quasi-experiment teaching method via using a soap factory as an Instructional Resource in Community to apply teaching experiments to students in the fifth grade at elementary school. It’s an attempt to observe whether the implementing of experiential inquiry-based teaching module can improve students’ learning in both cognitive and inquiry extent. There are 35 people of the experimental group. The experiential inquiry-based teaching module is applied to the experimental group by practicing analogical, counterfactual, inductive and deductive thinking as inquiry learning. There are 36 people of the control group, and the normal teaching method was carried out on the control group by encouraging students to ask questions during the class. Students’ background, teachers, teaching content, place and time, grouping method, and time of experiment are the same for both groups.
Two variables are observed in this study: One is cognitive learning, and the instrument is Science achievement testing of soap curriculum, SASC. The other is science inquiry learning, and the instrument is Science inquiry learning ability, SILA. The statistic methods to carry out this data analysis were ANCOVA and T-test, furthermore, were assisted by Experiential Learning Handout, Learning Process Files, Teaching Reflective Notes, and Sound Recording and Video to collect qualitative data and, further, analyze them.
The results of this research are followings: the performance of SASC and SILA of the experimental group is superior to that of the control group and has a significant difference. The experimental group is easier to understand the direction and goal of science inquiry learning and enables to learn deeply through guidance from analogical thinking, counterfactual thinking, inductive thinking, and deductive thinking, while the control group’s thinking is limited to superficial learning. This study showed that Experiential Inquiry-Based Teaching Module is able to efficiently guide students to inquire, a teaching module which is worth being advocated. Moreover, seeing the community as instructional resource will not only contribute to develop diverse school-based curriculum, but connecting with the community will reinforce the close combination of community resource and school education.
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Ou, Hsin-wei, and 歐馨蔚. "An Action Research of Communicative Language Teaching while Teaching Beginning Chinese Language." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/31829633459154049386.
Full textAbstract:
碩士<br>國立屏東教育大學<br>華語文教學碩士學位學程<br>99<br>Abstract
The purpose of this study is to explore the effects of Chinese curriculum, which is designed based on the communicative language teaching by the researcher, on immigrant spouses'' Chinese learning motivation and result. An action research is used in this study.
During the 7 months－60 times－120 hours teaching action research, researcher integrate video recording, teaching notes, classroom observation records, interviews and reflections to improve the teaching process. The conclusion of this research are as follows：
1. The contents of immigrant spouses of Chinese as a second language teaching model are as fallows：
(1) Instructional activities design： Including teaching materials and process. Using text books and developing dialogue materials as teaching materials; Listening and oral practice first, and reading and writing later as teaching process.
(2) Practicing instructional： Using the theory of Communicative Language Teaching to design listening, oral, reading and writing activities.
(3) Instructional evaluation： Including the formative evaluation and the summative evaluation.
2. The results of this study are as follows：
(1) Communicative Language Teaching has a positive feedback on students’ increases of the learning motivation.
(2) Communicative Language Teaching has a positive effect on students’ language ability and also helps in maintainingthe skills of students.
3. Based on the results of the study, the researcher also provide a discussion in which some recommendations have been made regarding instructional assistance and future studies.
(1) Using quantitative research to do this topic.
(2) Doing this research by applying action research in different areas.
(3) Adding more research partners to the study.
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Huang, Yao-Ting, and 黃耀霆. "An Action Research of Teaching Games for Understanding:A Study of Basketball Teaching." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/q8u2aw.
Full textAbstract:
碩士<br>國立東華大學<br>體育與運動科學系<br>103<br>The purpose of this action research study was to investigate the influence on the learning motivations of fifth graders in physical education (PE) class and their outcomes in cognition, objective skills, and competitions via the application of Teaching Games for Understanding (TGfU). Meanwhile, it also recorded the problems encountered and solutions implemented by the teacher researcher. The study involved 1 teacher researcher and 10 fifth graders, including 7 male and 3 female students, at an elementary school in Hualien; the students were given basketball lessons taught based on the TGfU model for 16 learning periods in 8 weeks. A paired-samples t-test was used to examine the quantitative data like the results of the cognitive tests, objective skills tests, and pre- and post-tests of competition performance. The qualitative data from the teacher researcher’s teaching journals, team-teaching feedback, and student interview outlines and learning sheets were analyzed using the constant comparative method. The results are as follows. When TGfU was applied, (1) the learning motivations of all the participant students were improved; (2) all the students, male, and female students respectively achieved a significant level of improvementin the cognitive learning outcomes, and the male students, in the objective skills learning and competition performance. (3) The teacher researcher faced 13 problems in 4 aspects and understood how action research could help not only improve and solve difficult situations in teaching but also sharpen the teacher researcher’s professional competence. To sum up, (1) applying TGfU in teaching is beneficial to improving students’ learning motivations.(2) TGfUin teaching basketball in PE classcan improve students’ learning outcomes. (3) TGfU helps sharpen therelated professional competence of teachers. Recommendations for PE in schools and suggestions for further studies were made.
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HUA, YU SHU, and 游淑華. "Action Research on The Rainforest Conservation Teaching." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/31258169235793544411.
Full textAbstract:
碩士<br>環球技術學院<br>環境資源管理所<br>98<br>The enormous area and the fast growing of the rainforest have a great amount of propotion to the absorption of the carbon dioxide among the forests in the whole world. We would have to face even more harsh challenges of environmental disasters if the rainforest had been destroyed. We often persue the economic growth and the short-termed benefits, but forget or neglect the importance of ecological equilibrium and the value of the Mother Nature. Once we lose the balance, the nature revenge could be more serious than we can imagine and afford. Therefore, to prevent the ecological damage from getting worse, the sense of rainforest conservation needs to be incorporated into the education. By creating a virtual circumstances to make students observe, recognize, treasure the creatures on campus and even further to care the whole environment on campus, country and the ecological enviroment of the rainforest.
The aim of the study is to evaluate the effects in how the teaching of the rainforest environmental conservation influence students` action and sense to the rainforest conservation. We took 3 classes, 109 students as the samples to complete the research. All the students who joined this study are asked to fill up questionnaires which are related to the environmental issues, the behavior of environmental conservation before and after a period of related teaching. After the teaching I asked the students to fill up the teaching feedback questionnaires. The questionnaires have been carefully evaluated and analyzed. By being randomly selected, there were 5 male and 5 female students randomly selected to join an interview to understand the changes of the students` behaviors to the environmental conservation after the teaching. This study indicates that the mean score of the pre-test and that of the post-test, both analyzed by t-test, show significant p-values. In the rainforest conservation curriculum education aspect, among the perfect score 80, students` mean score is 61.77 before teaching but 77.94 after teaching .The percentage of the grade promotes from 77.21% to 97.43%.In the rainforest environmental recognition aspect, the average score has raised 16.2, the percentage promotes to approximately 20.22%.In the ability of environment conservation aspect ,among the perfect score 70,the pre-test average is 57.43 and the post-test is 68.20 after teaching .The percentage promotes from 82.04% to 97.43%.The average has been promoted 10.8,and the percentage has been promoted about 15.4%.Then the result shows that the post-test scores in the recognition of environmental issues and the environment conservation behavior significantly surpass than the pre-test scores.
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Shu-Chuan, Huang, and 黃淑娟. "Action Research on the Textbook-Based Teaching." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/67635566285721986806.
Full textAbstract:
碩士<br>國立彰化師範大學<br>科學教育研究所<br>100<br>The study aims to adapt the math questions in the textbook Volume 1 of senior high in Taiwan for designing model-oriented activities. It also attempts to understand how PCDC integrated into modeling instruction influences students’ learning. The study employs the method of action research. There are two groups of subjects; one contains 42 subjects of required math course and the other, 19 subjects of elective math course. They are the first year students of senior high school. In each group of subjects, the researcher executes two teaching cycles for half a year. Qualitative analysis is applied in data collected: teacher’s designing journal, reflexive journal, field notes, videotaping of teaching, audiotaping of discussion, worksheets, learning journal, modeling material, and student interviews. Adapting the contents of the textbook, the researcher designs mathematical modeling for teaching, conducted for all the subjects in the first cycle. She develops the mode of this adaptation and solves the problems the teacher and students encounter during the modeling activities. Then she analyzes and modifies the design. In the second cycle of the teaching, the researcher discusses the influence of the model-oriented teaching on students’ math learning. This study has completed through adaptation five modeling activities. Only when the teaching-and-modifying process has been made repeatedly, according to the teaching experiences and students’ learning feedback, will the final fixed version of modeling activities be reached. The findings of this study reveal that: (1) Designing and conducting modeling activities can promote a teacher’s professional growth and refine a teacher’s classroom teaching. (2) Adapting the math questions into model-oriented activities is a new trend for improving classroom math teaching. Developed by the researcher, the mode of the adaptation can be carried out by seven steps in the following order: Question selection, Question analysis, Context searching, Warm-up activity designing, Inspection and modification, Pilot running, Conducting modeling instruction and making micro-modifications. (3) Modeling-oriented teaching is beneficial to math learning of students.
Key words: mathematical modeling activity, mathematical modeling teaching, PCDC, senior high school math
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Chao, Yung-Teng, and 趙永騰. "The Satisfaction Research for Electronic Teaching Equipment." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/41454021706243925913.
Full textAbstract:
碩士<br>清雲科技大學<br>經營管理研究所<br>99<br>Modern education has become richer and more multiple because it applies a lot of computer equipments, which have improved a lot in recent years. And the sound affect and the strong calculative ability of the computer have pushed the materials in to E-generation. Good e-teaching equipment can let teachers improve the quality of teaching and increase students’ interest of learning by using the multiple media, which can make the materials more active and more multiple. For the manager and planer of equipment, that how teachers use the equipments in reality is worth to make a deep research.
The main purpose of this research is to survey the using difference and the satisfaction about e-classroom of the teachers in Ching-Yun University. The result of this research shows that there are positive effects in proficiency, requirement, familiarity, usability and satisfaction. Moreover, sexuality will affect the proficiency of operation. Age will affect proficiency of equipment. And college will affect in all analysis.
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Hong, Zhi-Chong, and 洪琮智. "Teaching Course of Study belief narrative research." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/33zxj5.
Full textAbstract:
碩士<br>臺北市立大學<br>舞蹈學系<br>105<br>The purpose of this study that is teaching the course and researchers to explore the teaching of faith "flower kingdom of God," the researchers re-experience teaching history courses first, described the five study participants, invited to attend a one-hour per week, a total of five times in a creative dance and creative play for the concept of "physical theater" after the training and performance, to pay attention to the experience of the world "narrative inquiry" as research methods, through repeated interaction theory interpretative analysis, transcription and research course to "participate in the beginning", "engagement process" appears on the two levels of "physical - psychological" conversion course summed up the results.
Analysis by the history archive researcher of the teaching strategies, and reflect on further condensed through a study of the results of this study is the researchers' beliefs, and finally also the recommendations given in the educators and expectations.
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Huang, Chih-Ming, and 黃志民. "An action research of mathematics remedial teaching." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/35muha.
Full textAbstract:
碩士<br>國立彰化師範大學<br>科學教育研究所<br>105<br>This study is based on the study of the remedial teaching of mathematics remediation in one eight grade students. It is expected that through the analysis of the results, the remedial teaching and follow-up counseling of the students can be made. At the initial stage of the study, three math units of seven grade of the design and the interview, and then analyze the current capacity of the state and learning difficulties. The second stage is to use the calculator to do the mixed arithmetic problems and the solution of Soma cube, remedial teaching, the entire stage of the video and collect the student in the remedial teaching fill in the study, thinking and dialogue process, and Individual interview materials and other information, after the completion of the data analysis, and then according to the preparation and conduct of the third phase of the concept of the eight grade square root remediation teaching, learning and learning process video interviews and other information, supplemented by the students of the class teacher interview. The results are as follows:
The calculation of computing capacity, pen and paper can only be calculated to add a bit, but if the calculator can be stable and correct completion of the three-digit integer addition and subtraction mixed computing problem. The student for the Soma cube problem solving was very interested in, and can understand the meaning and smooth problem-solving, and even take the initiative to express hope to be able to accept the another problem test, we can see the student of the space ability is good and have the will to learn. As for the student in the square root concept of remedial teaching activities, the puzzle performance is better than the square root to understand, so need to spend more time to build thus student’s square root concept. Accompanied by class teacher’s interview found that the student still have the ability to learn the basic mathematics concepts, the follow-up to the student to save the school, it is recommended to prepare for his geometric problems interested in proceeding, especially algebra problems can be supplemented by geometric diagram is more suitable for the student.
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lily and 陳津慧. "A Teaching Research on Six-grade Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/azfrp9.
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