Dissertations / Theses on the topic 'Penmanship Study and teaching'
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1
Ferri-Milligan, Paula. "Inferential reasoning and the needs of basic writers." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/823.
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Kruizenga-Muro, Denise. "Teaching collaborative writing to meet the needs of the job market: A model." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1527.
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Turpin, Hester Thompson. "Inservice videos in guided reading, writers' workshop and working with words." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1407.
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This project was developed to meet the needs of teachers who have been trained in the components of balanced literacy: reading aloud, shared reading, guided writing, writers' workshop and working with words.
4
Sullivan, John Michael. "Assessment and collaborative writing: Conflict to complement." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1320.
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One of the fundamental problems facing writing instructors who use collaboration is that traditional assessment measures, such as in-class essay exams, undermine rather than support such writing activities that are rooted in social construction theory. While the use of collaboration in writing classrooms continues to grow, the field of assessment remains virtually silent about the compatibility of traditional assessment methods with collaborative writing tasks such as group work and peer review. This thesis discusses social construction and assessment theories, their relation to collaboration, and the current role of both in writing classrooms.
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Mendoza, Cabral Raquel. "A comprehensive curriculum on how to teach the alphabet to bilingual kindergarteners." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2687.
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There are numerous methods teachers use to teach the alphabet to children. This thesis is a curriculum on how to teach the alphabet to English learners and English speakers. The author teaches kindergarten to students who are English speakers and to students who are Spanish speakers learning English as a second language. The school's instructional Reading Based Program (the Houghton Mifflin Lectura of California) offers many ideas and strategies but is missing some components necessary to meet distinct standards for kindergarten. The author developed this curriculum to meet the standards of teaching English speakers and English learners the alphabet to meet district standards.
6
Lenz, Gabriele. "Spelling instruction for beginning writers in whole language classrooms." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/990.
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Teachers of beginning writers, who believe in a whole language philosophy for teaching language arts, are faced with the challenge of integrating spelling instruction into their writing programs. Traditional approaches that involve word lists and weekly spelling tests are not in accordance with whole language beliefs.
7
Mann, Anne-Marie. "Child-centred technologies as learning tools within the primary classroom : exploring the role of tablets and the potential of digital pens in schools." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/11012.
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This thesis provides insights into how technology can be and is used as child-centric learning tools within primary school classrooms. The conducted studies look closely at how tablet technology is integrated into the modern classroom, and considers how existing digital writing technologies could support handwriting-based learning exercises in future. This is achieved by conducting three in-the-wild studies, using different approaches, with a total of seventy-four children in school classrooms. In the first study, focus is placed on how tablets integrate into and with existing classroom practices, documenting when and how children use tablets in class. Relevant and complementary to this, the use of traditional writing tools is questioned and two further studies explore the potential and suitability of digital pens to support children's handwriting-based learning. One looks in detail at how children's handwriting is effected by different existing digital pen technologies. The other study, conducted through a creative, participatory design session, asks children to provide their opinions regarding desirable features for digital writing technology. The findings from this research classify and exemplify the role of tablets in the classroom, and explore potential design directions of digital writing tools which could be used by children in the future. This work may be useful and of interest to others who conduct research with children within the fields of Human Computer Interaction, Child Computer Interaction or education.
8
Nadal, Escolà Esther. "La síntesi escrita com a eina per a l’aprenentatge: Una proposta d’intervenció." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/673775.
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L’objectiu principal de l’estudi que es presenta va ser dissenyar, desenvolupar i avaluar l’eficàcia d’un programa d’intervenció dirigit a millorar la qualitat de les síntesis a partir de múltiples fonts amb informació complementària en estudiants d’educació secundària. Amb aquest propòsit, la intervenció, que es desenvolupà amb un grup d’estudiants de segon curs d’ESO, se centrà en l’ensenyament d’estratègies vinculades als processos de representació dels objectius de la tasca de síntesi, i a la selecció, comparació i organització de la informació procedent de diverses fonts, prèviament a l’escriptura del propi text de síntesi. Per una banda, es va avaluar la qualitat dels textos produïts pels estudiants que participaren a la intervenció en tres moments (abans de la intervenció, en finalitzar-la i passats dos mesos de la seva finalització), i es va comparar amb la qualitat dels productes textuals elaborats per un grup d’estudiants que no participà a la intervenció. Per una altra banda, s’avaluà la qualitat de les síntesis escrites pels estudiants que participaren a la intervenció, així com l’ús que van fer d’alguns dels instruments emprats durant la intervenció, en funció del nivell general de comprensió lectora que presentaven (alt, mitjà o baix), abans de la intervenció, en finalitzar-la i dos mesos després de la seva finalització. Addicionalment, es van analitzar les entrevistes realitzades en finalitzar la intervenció amb la finalitat de conèixer com els estudiants que hi participaren i els que no ho van fer es representaven i valoraven l’experiència viscuda.
Els resultats més rellevants de l’estudi posen de manifest l’eficàcia del programa d’intervenció desenvolupat. En general, els estudiants que participaren a la intervenció van millorar els seus textos quant a la majoria de dimensions en finalitzar-la respecte als estudiants que no hi participaren. Aquestes millores només es van mantenir en el cas de la selecció de la informació. D’altra banda, els estudiants que van participar a la intervenció i que presentaven un nivell de comprensió lectora més alt milloraren els seus textos en major mesura que els seus companys amb un nivell de comprensió lectora més baix. En aquest sentit, després de la intervenció, els estudiants amb un nivell de comprensió lectora alt van millorar els seus textos quant a la majoria de dimensions i aquestes millores es van mantenir dos mesos després. En canvi, els estudiants amb un nivell de comprensió lectora baix van millorar només en aspectes vinculats a la selecció de la informació i aquestes millores no es van mantenir dos mesos més tard.
Els resultats assenyalen la necessitat de treballar de manera progressiva, oferint temps, pràctica i ajudes específiques i suficients, per a cadascuna de les estratègies vinculades als complexos processos de lectura i escriptura que requereix la producció d’una síntesi escrita.The principal aim of the current study was to design, develop and evaluate the efficacy of an intervention program addressed to improve the quality of the syntheses from multiple sources with complementary information in secondary education students. With this purpose, the intervention, developed with a group of second-year students of secondary education, focuses on teaching strategies related to the processes of representation of the objectives of the synthesis task, and the selection, comparison and organisation of the information from various sources, prior to the writing of the synthesis text itself. On the one hand, the quality of the texts produced by the students that took part at the intervention was assessed in three moments (before the intervention, at the end of it and two months after its ending) and compared with the quality of the textual products written by students who did not participate in the intervention. On the other hand, the quality of the syntheses written by the students that took part at the intervention was assessed, as well as the use they made of some of the instruments employed during the intervention, depending on their general level of reading comprehension (high, medium or low), before the intervention, at the end of it and two months after its ending. In addition, the interviews conducted at the end of the intervention were analysed with the purpose to know how the students that participated in the intervention and those who did not represented and valued the experience lived. The most relevant results of the study reveal the efficacy of the intervention program developed. In general, the students that took part in the intervention improved their texts regarding most of the dimensions at the end of it compared to the students that did not participate. These improvements were only maintained in the case of information selection. Moreover, the students who took part at the intervention and who presented a higher level of reading comprehension improved their texts more than their peers with a lower level of reading comprehension. In this regard, after the intervention, proficient readers improved their texts in most dimensions and these improvements were maintained two months later. In contrast, basic readers improved only on aspects related to information selection and these improvements were not maintained two months later. The results point to the need to work progressively, offering time, practice and specific and sufficient aids, for each of the strategies linked to the complex reading and writing processes required to produce written synthesis.
9
Akif, Zohra. "Analyse des performances en langue écrite d'élèves issus de l'immigration en Région de Bruxelles Capitale: études longitudinales." Doctoral thesis, Universite Libre de Bruxelles, 2007. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210635.
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L’objectif de la présente étude est de cerner les difficultés rencontrées en lecture et en orthographe par les enfants issus de l’immigration de 2ème et 3ème génération qui on été comparés à leurs pairs autochtones inscrits dans les même classes. L’échantillon comprend 357 élèves scolarisés dans des écoles communales en discrimination positive de la région de Bruxelles Capitale. Un suivi longitudinal de la 3ème à la 5ème année primaire a également été mené. Les résultats nous ont permis d’évaluer les performances en langue orale et en langue écrite de ces élèves, et de mettre en évidence d’une part les mécanismes de lecture et d’écriture et d’autre part les facteurs susceptibles d’expliquer les retards sur le plan psycholinguistique. Deux programmes d’entraînements, au niveau phonologique et syntaxique ont été élaborés en vue de mesurer leur effet sur les différences de compétences. / The objective of this study is to determine the difficulties encountered in reading and spelling by children from emigrant families (2nd and 3rd generation) compared with their pars autochthons registered in the same classes. The sample includes 357 pupils in positive discrimination elementary schools from the area of Brussels City. A longitudinal follow-up from 3rd to 5th primary grade was also carried out. The results enabled us to evaluate the performances in spoken and written language of these pupils and to highlight the mechanisms of reading and writing and the factors which explain psycholinguistics delays. Two training programs, one phonologic, the other syntactic were elaborate in order to measure their effect on the differential of skills.Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
10
Allen-Masacek, Marjorie Kirsten. "Teaching ARTifacts: Teaching art with a cultural lens." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.
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Bristow, Stephen James. "A case study of reflective teaching." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276372.
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House, Nancy Ellen. "Teaching art history to adult students: A teaching model and pilot study /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943341526939.
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Eriksson, Helena. "Teaching listening comprehension in upper secondary schools : An interview study about teaching strategies." Thesis, Högskolan Dalarna, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36515.
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The aim of this thesis is to examine what strategies teachers use when they teach listeningcomprehension in order to develop student’s listening skills, and especially if and how they usescaffolding in their teaching. To examine this, seven upper secondary school teachers inSweden were interviewed about their listening comprehension teaching. The qualitative datawere analyzed using a cross case analysis with a combination of framework and IPA analysis.The data was labeled and divided into two themes: general strategies and scaffolding. In thethemes the data was further sorted and categorized into language immersion, raising selfconfidence,division into smaller groups, notetaking, pre-information and connection to theme,collaborative discourses, teacher peer and modeling and finally increasing level of difficulty.All seven teachers discussed several different strategies they use. They often combine strategiesto create the best learning environment for the students. Six out of these seven teachers gaveexamples of scaffolding strategies they use, such as modeling, working with themes and preinformationto support their students. However, as mentioned previously, they were oftencombined with other strategies such as collaborative discourse and smaller groups.
14
au, jane syd@bigpond net, and Susan Jane Maw. "Teaching Hatha Yoga: An Auto-Ethnographic Study." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081022.110605.
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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I
noticed that particular students were drawn to specific styles of Hatha yoga, whilst
avoiding others. I took the styles of Hatha yoga into consideration, but further
exploration also gave rise to whether methods of instruction were a fundamental
component of the class demography. This in turn led to an examination of my own
teaching pedagogy to explore how my philosophical approach to teaching, was in fact,
carried over into to my praxis and if this was a factor in student retention in my classes.
Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies,
both from a theoretical perspective and later from a practical level, to see if my practice
followed my philosophy. This could only be realised through a full investigation of my
teaching methods, which was achieved by video taping one of my Hatha yoga classes. I
believe that understanding originates from personal knowledge; therefore, the research
must begin by examining my own pedagogy. In order to answer these questions I have
investigated the historical foundations of yoga and the meaning of yoga in the modern
Western world. During this process I became aware of the misrepresentations of Hatha
yoga and the misconceptions that have derived from this. In order to answer my
research question, whether my teaching pedagogy directly influenced the cohort of
students who attended my yoga class, I have had to be cognisant of my own pedagogy.
In order to achieve this I employed heuristic enquiry and more specifically the methods
outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating
phases in which the researcher uses her own experience to investigate and create
meaning in which to discover a phenomenon. This method of enquiry offers the
researcher non-linear steps with which to structure the process of a personal reflection.
Explication of the pedagogy resulted from numerous viewings of the video recording. I
reviewed my teaching methods to ascertain if what I said and thought I was doing was
what I actually taught.
15
Howard, Karen L. "The teaching vice-principal, a qualitative study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60229.pdf.
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Maw, Susan Jane. "Teaching Hatha yoga: an auto-ethnographic study." Thesis, Maw, Susan Jane (2008) Teaching Hatha yoga: an auto-ethnographic study. Masters by Research thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/186/.
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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.
17
Maw, Susan Jane. "Teaching Hatha yoga : an auto-ethnographic study /." Maw, Susan Jane (2008) Teaching Hatha yoga: an auto-ethnographic study. Masters by Research thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/186/.
Full textAbstract:
This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.
18
Lower, Michael Andrew. "A study of principals' and teachers' perceptions of and attitudes toward the evaluation of teachers." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261061529.
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Robinson, Kirk S. "How Graduate Teaching Assistants Experience Teaching Preparation for Higher Education: A Symbolic Interactionist Study." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami15112773925517.
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Whitman, Gretchen M. "Multiple Perspectives of Good Teaching: A Case Study of Award-winning K-12 Teaching." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1541598295330033.
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Dison, Laura. "Teaching writing to English second language learners." Thesis, 2015. http://hdl.handle.net/10539/17180.
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Learning to write is a complex process that students
struggle with, particularly those studying through the medium
of English as a second language. This research, report is an
exploration of how the sub-skills of writing are dealt with
from differing theoretical perspectives. Research in the
teaching of writing has been increasingly student-centred
and focuses attention on writing as a recursive process in
which planning, structuring, reading, revising and editing
take place throughout the whole task. In line with this
. tendency, the research report aims to evolve an approach to
the teaching of writing which synthesises the strengths of
current paradigms for the teaching of writing. The synthesis
approach is applied to an analysis of TELIP (Teachers'
English Language Improvement Programme) writing materials in
an attempt to determine its effectiveness as an analytic
tool.
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"中國書法敎育發展之硏究並論香港書法敎育 =: A study of the development of Chinese calligraphy education with special reference to calligraphy education in Hong Kong." 1985. http://library.cuhk.edu.hk/record=b5895488.
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李晉鏗.Thesis (M.A.)--香港中文大學敎育學院.
Includes bibliographical references (leaves 197-214).
Li Jinkeng.
Thesis (M.A.)--Xianggang zhong wen da xue jiao yu xue yuan.
論文提要 --- p.i
誌謝 --- p.ii
Chapter 第一章 --- 引論
Chapter 一、 --- 書法敎育的涵義 --- p.1
Chapter 二、 --- 書法在中國傳統敎育中的地位 --- p.3
Chapter 三、 --- 書法的敎育價值與功能 --- p.4
Chapter 四、 --- 本論文之硏究目的 --- p.7
Chapter 第二章 --- 文獻評述
Chapter 一、 --- 傳統書法敎育理論文獻 --- p.14
Chapter 二、 --- 現代書法敎育硏究論文 --- p.19
Chapter 甲、 --- 實驗法的硏究 --- p.19
Chapter 乙、 --- 書法與心理的硏究 --- p.20
Chapter 丙、 --- 書法敎育的專題討論 --- p.21
Chapter 三、 --- 香港小學書法課程與研究 --- p.22
Chapter 四、 --- 香港中學書法課程與硏究 --- p.23
Chapter 五、 --- 香港敎育署所定之書法課程及有關硏究 --- p.24
Chapter 第三章 --- 硏究方法
Chapter 一、 --- 硏究資料的蒐集 --- p.29
Chapter 二、 --- 硏究方法 --- p.31
Chapter 三、 --- 硏究範圍與限制 --- p.32
Chapter 第四章 --- 書法敎育與中國文化
Chapter 一、 --- 書法與文字 --- p.35
Chapter 二、 --- 書法與文學 --- p.41
Chapter 甲、 --- 詩 --- p.41
Chapter 乙、 --- 散文 --- p.46
Chapter 丙、 --- 楚辭 --- p.46
Chapter 丁、 --- 賦 --- p.47
Chapter 戍、 --- 書信尺牘 --- p.48
Chapter 己、 --- 碑誌 --- p.50
Chapter 三、 --- 書法與藝術 --- p.55
Chapter 四、 --- 書法與德育 --- p.58
Chapter 五、 --- 書法在社會與日常生活上的應用 --- p.60
Chapter 六、 --- 書法與文化的傳播 --- p.62
Chapter 第五章 --- 中國書法敎育的發展
Chapter 一、 --- 古代的書法敎育 --- p.72
Chapter 二、 --- 秦漢時期的書法敎育 --- p.73
Chapter 甲、 --- 秦代的書法敎育 --- p.73
Chapter 乙、 --- 漢代的書法敎育 --- p.74
Chapter (一) --- 概論 --- p.74
Chapter (二) --- 漢代小學的書法敎育 --- p.76
Chapter (三) --- 漢代小學的字書 --- p.77
Chapter (1) --- 四字爲句的字書 --- p.77
Chapter (2) --- 七字爲句的字書 --- p.78
Chapter (四) --- 漢代書法藝術專科學校´一ؤ鴻都門學 --- p.78
Chapter (五) --- 漢代石經的刊´刻´ؤؤ熹平石經 --- p.79
Chapter 三、 --- 魏晋南北朝的書法敎育 --- p.80
Chapter 甲、 --- 三國的書法敎育 --- p.80
Chapter (一) --- 概論 --- p.80
Chapter (二) --- 三國的學校 --- p.81
Chapter (三) --- 三國的書法 --- p.81
Chapter (四) --- 魏正始石經與書法敎育 --- p.82
Chapter (五) --- 社會風氣與當法敎育 --- p.82
Chapter 乙、 --- 晋代的書法敎育 --- p.83
Chapter (一) --- 概論 --- p.83
Chapter (二) --- 晋武帝設置書博士的職位 --- p.83
Chapter (三) --- 道敎與書法敎育 --- p.84
Chapter (四) --- 社會風氣與書法敎育 --- p.85
Chapter (五) --- 家學、私人傳授與書法敎育 --- p.88
Chapter (六) --- 王羲之與書法敎育 --- p.89
Chapter 丙、 --- 南北朝的書法敎育 --- p.91
Chapter (一) --- 概論 --- p.91
Chapter (二) --- 書學見於正史 --- p.92
Chapter (三) --- 社會風氣與書法敎育 --- p.92
Chapter (四) --- 書法取士 --- p.94
Chapter (五) --- 品評書法藝術的專著 --- p.95
Chapter (六) --- 佛敎與書法敎育 --- p.96
Chapter (七) --- 千字文與書法敎育 --- p.96
Chapter 四、 --- 隋唐的書法敎育 --- p.98
Chapter 甲、 --- 隋代的書法敎育 --- p.98
Chapter (一) --- 書法敎育被立爲官學 --- p.98
Chapter (二) --- 書風與師承 --- p.98
Chapter 乙、 --- 唐代的書法敎育 --- p.99
Chapter (一) --- 概論 --- p.99
Chapter (二) --- 唐代學校的書法敎育 --- p.100
Chapter (三) --- 唐代科舉與書法敎育 --- p.101
Chapter (四) --- 唐代書法敎育發達的原因 --- p.104
Chapter (五) --- 有關書法敎育的書學論著 --- p.107
Chapter 五、 --- 五代、宋的書法敎育 --- p.109
Chapter 甲、 --- 五代的書法敎育 --- p.109
Chapter 已、 --- 宋代的書法敎育 --- p.110
Chapter (一) --- 概論 --- p.110
Chapter (二) --- 宋代科舉與書法敎育 --- p.113
Chapter (三) --- 宋代小學的書法敎育 --- p.114
Chapter (四) --- 有關書法敎育的書學論著 --- p.115
Chapter 六、 --- 元、明的書法敎育 --- p.116
Chapter 甲、 --- 元代的書法敎育 --- p.116
Chapter (一) --- 概論 --- p.116
Chapter (二) --- 元代的書風 --- p.116
Chapter (三) --- 元代科舉與書法敎育 --- p.117
Chapter (四) --- 元代理學家程端禮的書法敎學 --- p.118
Chapter 乙、 --- 明代的書法敎育 --- p.119
Chapter (一) --- 概論 --- p.119
Chapter (二) --- 明代學校的書法敎育 --- p.119
Chapter (三) --- 明代科舉與書法敎育 --- p.120
Chapter (四) --- 明代的書風 --- p.121
Chapter 七、 --- 清代的書法敎育 --- p.122
Chapter (一) --- 概論. --- p.122
Chapter (二) --- 清代國學的書法敎育 --- p.123
Chapter (三) --- 清代學塾的書法敎育 --- p.123
Chapter (四) --- 書法敎育在清末新敎育中的地位 --- p.125
Chapter (1) --- 壬寅學制中的書法敎育 --- p.125
Chapter (2) --- 癸卯學制中的書法敎育 --- p.126
Chapter (五) --- 清代科舉與書法敎育 --- p.127
Chapter (六) --- 清代的書風 --- p.128
Chapter 八、 --- 辛亥革命以來的書法敎育 --- p.130
Chapter (一) --- 概論 --- p.130
Chapter (二) --- 191´1ؤ1949中國小學的書法敎育 --- p.130
Chapter (三) --- 191´1ؤ1949中國中學的書法敎育 --- p.131
Chapter (四) --- 台灣國民小學的書法敎育 --- p.132
Chapter (五) --- .台灣國民中學的書法敎育 --- p.133
Chapter (六) --- 台灣高級中學的書法敎育 --- p.134
Chapter (七) --- 台灣書法敎育問題硏究與分析 --- p.135
Chapter (八) --- 大陸的書法敎育 --- p.137
Chapter (九) --- 大陸小學書法敎育近況 --- p.138
Chapter (十) --- 大陸中學書法敎育近況 --- p.140
Chapter (十一) --- 書法師資的培訓 --- p.141
Chapter (十二) --- 社會風氣與書法敎育 --- p.142
Chapter 第六章 --- 香港的書法敎育
Chapter 一、 --- 香港與中國的文化關係 --- p.157
Chapter 二、 --- 香港早期學校的書法敎育 --- p.158
Chapter 三、 --- 二十世紀前半期香港的書法敎育 --- p.159
Chapter 甲、 --- 二十世紀前半期中文學塾的書法敎育 --- p.159
Chapter 乙、 --- 二十世紀前半期香港中學的書法敎育 --- p.160
Chapter 丙、 --- 二十世紀前半期香港小學的書法敎育 --- p.161
Chapter 丁、 --- 小結 --- p.162
Chapter 四、 --- 戰後迄今的香港書法敎育 --- p.162
Chapter 甲、 --- 小學的書法敎育 --- p.162
Chapter 已、 --- 中學的書法敎育 --- p.165
Chapter 丙、 --- 專上學院的書法敎育 --- p.166
Chapter 丁、 --- 私辦書藝學院、書學組織對書法敎育的貢獻 --- p.167
Chapter 第七章 --- 香港書法敎育問題硏究與分析
Chapter 一、 --- 小學書法敎育問題硏究與分析 --- p.174
Chapter 二、 --- 中學書法敎育問題硏究與分析 --- p.177
Chapter 三、 --- 專上學院的書法敫育問題硏究與分析 --- p.181
Chapter 四、 --- 私辦書藝學院、書學組織在推動香港書法敎育上所扮演的角式與及所遇到之問題。 --- p.182
Chapter 第八章 --- 結論與建議
Chapter 一、 --- 結論 --- p.186
Chapter 二、 --- 建議 --- p.193
參考書目 --- p.197
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Hart, Michael Travers. "An ethnographic investigation into the teaching of writing in an African secondary school in the Pietermaritzburg area." Thesis, 2000. http://hdl.handle.net/10413/3279.
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This study is an ethnographic investigation into the teaching of writing in an African secondary school in the Pietermaritzburg area. It arose out of my awareness that schooling distributes literacy unequally and negatively affects learners' abilities to participate effectively in society. This inequality of access is prevalent in South African schools in the aftermath of apartheid education policy. The purpose of the research is to explore these issues of access and to gain an understanding of the factors that shape learners' knowledge, skills and attitudes around writing. The need to gain a rich understanding of these factors indicated that a long-term, indepth ethnographic study was appropriate. Accordingly I taught grade eleven classes at a school for two and a half years to understand the context in which teachers and learners operated. The core of the data came from Literate Life Histories that I collected by means of interviews with six learners. This was triangulated with data from interviews with teachers, classroom observation, analysis ofsyllabuses, teacher guides and examinations, participant observation of matriculation examinations, and analysis of student work. The data shows that inappropriate teaching, assessment and texts deprives learners ofaccess to effective literacy. Systemic constraints of syllabuses, teacher guides and large classes shape teachers' practices. As a result, learners experience a narrow range of genres, no explicit teaching or assessment around genre conventions, and inaccessible texts. Learners thus view writing as a grammar exercise, have little confidence in their ability to communicate via writing, do not see writing as a process of refinement, and have little knowledge of how genre, tenor, field and mode shape written texts . These findings point to the need for the rehabilitation of writing in the schools and teacher training. This will require attention to syllabuses, assessment practices and the adequate supply of appropriate textbooks.Thesis (M.A.)-University of Natal, Pietermatizburg, 2000.
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Krugel, Elsa. "Die verwerwing van skryfvaardighede in graad 1 in 'n tradisioneel swart skool (Afrikaans)." Diss., 2002. http://hdl.handle.net/2263/29204.
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Griessel, Elzette. "Riglyne vir 'n kreatiewe skryfprogram vir senior-primêre leerlinge met leerprobleme." Thesis, 2014. http://hdl.handle.net/10210/9640.
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LIN, TSAI CHIA, and 蔡佳霖. "The study of Fairy tale teaching and Affective teaching." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/asefrz.
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碩士國立臺東大學
兒童文學研究所
95
Abstract This study aimed to use the fascinating contexts, novel imaginations, diverse themes, and harmonious atmospheres of fairy tales to attract students to read fairy tales and cultivate their interest in reading. Through the design of reading instructions, it was expected that students could experience the truthfulness, goodness, and beauty of fairly tales through reading discussions and further integrate the affective issues in life to cultivate their abilities of understanding, discussing, and solving problems. This study conducted the teaching activity of fairy tale reading on the basis of the concept and spirit of action research. The fifth grade students taught by the researcher were selected as research subjects. Eight fairy tales included in the Fairy Tale Collection published by Youth Cultural, including Hold Hands Blacky, Quest for the Giant of the Heart, The Quarrel over Clothes, Straw man Kaka, The Beautiful Duck, The Little Red, Little Muggins, and The Happy Pig were selected as reading materials. The reading discussion model was adopted. Affective issues were incorporated, and four subjects, including Discover Yourself, Everyone Has His Place, Challenge the Difficult, and To Help is the Best Enjoyment, were designed. According to group discussion, questions, learning, and response of students, as well as the instructor’s observation and reflection, the instructional method was adjusted at all times to derive the most effective instructional and guiding method. In the research process, it was discovered that the rich storyline and vivid descriptions of fairy tales, if proper instructed, can indeed improve children’s interest in reading. Besides, the portrayal of local fairy tales is also close to children’s life experiences, so they are materials suitable for affective education. Based on the problems encountered in the teaching process and the research findings, this study also provided suggestions and references for follow-up educators and researchers, hoping that follow-up educators and researchers could make a more in-depth investigation in issues related to “fairy tale teaching” and “reading and affection”.
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Lee, Yi-Ju, and 李宜儒. "A study of job performance, teaching self-efficacy, teaching enthusiasm and teaching willing." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/80373696449052033589.
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I, CHANG KUANG, and 張廣義. "A study of teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/09169346969852965671.
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博士國立屏東教育大學
教育行政研究所
94
A study of teaching-relevant capitals , teaching belief、 classroom management strategies and teaching performances. Abstract The main purpose of this study was to analyze the current situations about elementary school teachers’ teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances . In addition , a path correlation model about teaching performances based upon some relevant theories and research findings was constructed in this study . To try to explore the causes of teaching performance was another purpose of this study. The main research method was questionnaire survey , and empirical data was collected by 〝Teaching Performances Scale〞.1390 subjects from four different administrative regions were sampled by two-stage random sampling , and 1173 valid questionnaires were collected. The data obtained in this study were statistically analyzed by item-analysis , factor analysis , reliability analysis , t-test , one-way ANOVA , Pearson product-moment correlation and stepwise multiple-regression. In addition , LISREL8.51 and AMOS 5.0 were used to test the fit of the path correlation model in this study. The analysis of the data revealed the following main findings: (1) The mean of teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances was considerably high. (2) The teacher with different background variables have significantly difference in teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances. (3) There are significant correlations between these main variablies. (4) The teaching performances of elementary school teachers can be predicted by the main factors of teaching-relevant capitals , teaching belief、classroom management strategies. (5) The path correlation model about teaching performance was fit . According to the major findings , the main research suggestions as follows: (1) School organization should create a trustworthy campus circumstance and encourage teachers design curriculum based upon teaching needs and learners’ life experiences. (2) Teachers should consider and respect the individual differences between students .In addition , team teaching , positive classroom management strategies and multiple evaluation are efficient strategies for promoting teaching performances. (3) Further research should use Delphi technique to develop questionnaire or try to take outlier study to analyze some characteristic teachers. In addition, further research should consider some important variables such as communicative strategies, adjustment strategies and teaching efficacy. Keyword：Teaching-relevant capitals （social capital, cultural capital and human capital）, Teaching belief , Classroom management strategies, Teaching performances , Structural equation modeling(SEM).
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林伯杰. "A study of augmented reality on language teaching – A case study of elementary English teaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/84688056232480556651.
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碩士國立彰化師範大學
數位內容科技與管理研究所
97
As English becoming a global language, English learning is becoming more and more important to people. The reform of Nine-Year Curriculum recommends that third-grade instruction design should include English learning. The ministry of education also suggests integrating IT (Information Technology) into instruction to provide students with various and effective learning approaches. This study attempts to examine the effect of English learning progress of young English learners by using the CAI (Computer Assisted Instruction) system. This study investigates the feasibility of AR CAI system on English vocabulary learning by developing an AR system and designing an English course for the system. The subjects were composed of 85 third grade students from an elementary school in central Taiwan. The subjects were divided into AR supported instruction, traditional instruction and control group. The instruction lasted for three weeks. The English test results of the students using AR CAI system were significantly better than those using traditional English teaching method. Also, students of highest and lowest English proficiency group showed significant progress in test results. Furthermore, the learning effectiveness of children using AR showed no gender difference. Based on the results, constructive suggestions were proposed for schools, teachers and future researchers.
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wen, Feng Hsiu, and 馮雯. "The Study of Elementary School Teachers''''Teaching Beliefs and Teaching Efficiencyes." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/25867401804766784604.
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碩士國立屏東師範學院
國民教育研究所
90
The Study of Elementary School Teachers''Teaching Beliefs and Teaching Efficiencyes Abstract The purpose of this study is fivefold: to have a better understanding of the teaching beliefs and efficiency of the teachers in Kaohsiung’s elementary schools; to explore what teachers’ backgrounds will pull out from their teaching beliefs; to study how teaching belief and teaching efficiency are related; and to see if teaching belief could predict efficiency. 630 Kaohsiung city teachers were surveyed by answering a questionnaire edited and given by the author, in which a profile of the relationship between belief and efficiency could be determined as the average and standard deviation have been counted. The data of the relationship are collected using t-test, one-way variance analysis, followed by Scheff’s multiple comparison if the test result reaches a high level, and then Person’s product-moment correlation method is applied to see whether belief and efficiency are apparently related to each other, the last step is to use Stepwise multi-regression analysis method to parse whether teaching belief of all kinds can foresee integrated as well as stratum-based teaching efficiency. Conclusion 1. Though the teachers’ teaching beliefs are improving steadily, their willingness and beliefs towards community participation needs improvement. 2. Their teaching efficiency is half way from perfect. The study also shows that there is still room for improvement in the following two areas: teacher’s “ self-efficiency” and “adjustment to environment.” 3. Teaching years, additional jobs other than teaching, and school size are influential in their teaching beliefs. Senior teachers, school deans, and middle-size school teachers are among those with the most progress-inclined teaching beliefs. 4. Teaching years, additional jobs other than teaching , and school size are influential factors to teaching efficiency. Senior teachers, middle-size school teachers teach most effectively than others who are not senior and in the middle-size school. 5. The teacher whose teaching belief is prone to progress teaches more efficiently than the one whose teaching belief is conventional. 6. There is an apparent elationship between teaching bewief and teaching efficiency; the former affects the latter. 7. Teaching belief can interpret and predict teaching efficiency. Implications and Suggestions 1.The administration of education should: （1） elaborate on letting teachers form common sense on educational reforms and adjust their beliefs that we are going to have a better education coming up. （2） control school size, because a middle-size school helps its teachers participate in community activities. 2.The institute which offers educational programs to would-be teachers should: （1） have a strong a grip on the content of educational reforms, and materialize would-be teachers’ training programs. （2） engaging both teaching and internship,enforting the progression-inclined beliefs to upgrade efficiency. 3.The school administration should: （1） offer up-to-date information of education, and integrally plan and offer teachers teaching resources. （2） change teachers’ intellectual models, and build up learning-style institutes and teaching teams. （3） have a sound administrative operation, assist teachings, and remove factors that deter them from teaching more effectively. （4） reshape teachers’ new images, hold seminars and encourages them to go advanced studies. 4.The teacher should: （1） understand his or her hidden teaching beliefs through the feedbacks from the students’ parents. （2） frequently reflect him- or herself, and then correct the beliefs through the reflections. （3） walk out of the myth of the classroom kingdom, reinforce the cooperative connection with parents, and interact with the community. （4） fulfill progress-inclined beliefs, and strengthen professional knowledge and skills, so as to increase teaching efficiency. （5） encourage colleagues learn from one another, so that senior teachers could pass on their experiences.
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PENG, WAN-TING, and 彭琬婷. "Action Study of Mandarin Remedial Teaching by The Reciprocal Teaching Method." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/12731010976821569641.
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碩士中華大學
科技管理學系
104
The purpose of this study is to investigate the Mandarin remedial teaching by using reciprocal teaching method against 5th grade students to see if it could help low-achieving students on Mandarin improve their reading ability and also have better performance on other subjects. In this study, six students who need remedial teaching were selected as study subjects. The study lasted fifteen weeks, two lessons after school on every Thursday, totally thirty lessons. The researcher used Qualitative Research Method to analyze teaching journal, observations, student interview, and teaching reflection in order to investigate the performance of Mandarin remedial teaching using reciprocal teaching method against 5th grade students. The main results were summarized as follows： 1.Low-achieving students on Mandarin had significant improvement after reciprocal teaching. 2.Reciprocal teaching can improve the reading ability of low-achieving students on Mandarin. 3. Reciprocal teaching can also help them have better performance on other subjects. 4.Low-achieving students started to like reading after their reading ability were improved. 5.In the four strategies of reading: “Predicting” “Questioning” “Clarifying Doubt” and “ Summary”, most of the students think “Predicting” and “Questioning” are easier to be applied in reading while “Summary” is more difficult. “Clarifying Doubt” is applied most often.
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Wu, Syuan-Yi, and 吳軒億. "A Study of the University Teaching Excellence Program and Teaching Quality." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/65028954480675732108.
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碩士國立臺灣師範大學
教育政策與行政研究所
98
The purposes of this study were to explore the relationship and current situation between the university teaching excellence program and teaching quality, and to analyze the difficult positions and coping strategies of implementing the university teaching excellence program. Based on the findings and conclusions of this study, suggestions were given to policy makers, universities and future studies for reference. In order to achieve the purposes of this study, the methods adopted for this study included a documentary analysis and an interview with 13 study participants included policy makers, unit charges, and scholars who related to the university teaching excellence program. The nature of this study was a qualitative approach. According to the findings of this study, conclusions were synthesized as follows: 1.The implementation of the university teaching excellence program and context and current situation of promoting teaching quality were necessary relationship. Supports of policies and environments were key conditions. 2.The notion of planning the university teaching excellence program were improved the basic teaching mechanisms in the beginning, and developed the teaching characteristics and sustainable management at the end. 3.The indexes of the university teaching excellence program were fit the basic connotations of teaching quality, but lacked of teaching outputs, characteristics and qualitative indexes. 4.Shaping supports of external environments, high-grade leaders’ visions and commitments, and members’ ability and consensuses were key influential factors of implementing the university teaching excellence program. 5.The implementation of the university teaching excellence program were benefited the restructuring of organizational structure and changing of organizational culture. 6.The main difference between public and private universities’ performance was the distinction of organizational climate and culture. 7.The universities received subsidies or not didn’t reflect the degree of teaching quality necessarily. 8.The basic teaching mechanisms and institutions had been greatly improved at the present time. But the opinions about comprehensive promoting teaching quality were different. 9.There were six difficult positions of implementing the university teaching excellence program, including unit members lacked of stability and specialization and so on. 10.In response to above difficult positions, there were six coping strategies of implementing the university teaching excellence program, including decreased the unstable feeling of unit members and offered on-the-job training and so on. Based on the findings and conclusions of the study, suggestions were made for policy makers, universities, and future studies concerned.
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Yen, Yi-Sian, and 顏儀嫻. "A Study on Ballet Teachers' Teaching Beliefs and Effective Teaching Behaviors." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/90757172063105814585.
Full textAbstract:
碩士中國文化大學
舞蹈學系
98
Abstract The main objective of this research is to perform current status and correlation study between the teaching belief and effective teaching behavior of the ballet teacher of the dancing school in Taipei district. In this research, “survey method” is adopted, and the ballet teachers in the dancing schools in Taipei District are used as research targets, meanwhile, “purposive sampling” and “snowball sampling” methods are adopted. The formal samples under test were one hundred thirty-five subjects, the actually acquired effective samples are 130, and effective return rate of 96.3% is obtained. The research tools include: “personal background information survey table”, “teaching belief scale”, “effective teaching behavior scale”, and “interview outlines”. Data analysis methods include: frequency distribution, percentage, mean, standard deviation, independent sample T test, one-way ANOVA, Scheffé method, Pearson Product-Moment Correlation Coefficient, and Multiple Regression Analysis. The conclusions of this research are as followed: I. The current status of “teaching belief” and “effective teaching behavior” of ballet teacher of dancing school in Taipei district. 1. The entire “teaching belief” of ballet teacher tends to be in aggressive and positive situation; among them, the “teaching belief” of “teacher and student relationship” perspective is the most aggressive and positive one. 2. The “effective teaching behavior” tends to be in prime condition; among them, “effective teaching behavior” of “class operation” repeated has the best performance. II. The differences among “personal background factor”, “teaching belief” and “effective teaching behavior”. 1. “Teaching belief” has significant difference due to difference in “age” and “marital status”. Among them, the entire “teaching belief” of teachers in the age range of “31~40 years old” is more aggressive and positive as compared to that of teachers in the age range of “below 30 years old”; the entire “teaching belief” of “married” teacher is more aggressive and positive than that of the “unmarried” one. 2. Among them, teachers of the age range “31~40 years old” and “41~50 years old” show superior entire“ effective teaching behavior” to that of teachers of age “below 30 years old”; “married” teachers show superior“ effective teaching behavior” to that of “unmarried” teachers. III. There is significant and high positive correlation between “teaching belief” and “effective teaching behavior”, that is, when the “teaching belief” of ballet teacher becomes more aggressive and positive, the “effective teaching behavior” becomes better. IV. The ballet teachers in dancing school in Taipei district, in “age”, “teaching years of experience” and “entire teaching belief”, can effectively predict the “entire effective teaching behavior”. Among them, three factors can predict 57% variance of “entire effective teaching behavior” of the ballet teacher. According to the research results and conclusions of this research, in ballet teacher aspect, we suggest that “ballet teacher” should emphasize on the training of basic dancing skill and should incubate students’ strict learning attitude through mutual assistance and teaching experience sharing. In teaching related department aspect, we suggest that “education related departments” should increase the advanced study channel for ballet teachers, open pre-job training in ballet curriculum, provide more related sources such as ballet teaching books and videos and sponsor ballet dancing exhibition so that students can have good learning performance. Key words: Taipei district, ballet teacher, teaching belief, effective teaching behavior
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Huang, Hsuan-Jung, and 黃楦容. "A Case Study of Teacher’s Teaching Style for the Aesthetic Teaching." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/20927636072786171548.
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碩士國立臺北教育大學
課程與教學研究所
100
This study aimed to explore teacher’s teaching style for the aesthetic teaching, and to analyze the aesthetic experience of students. In order to understand deeply for the teacher’s teaching style and the aesthetic experience of students from the learning process, this study adopt case study. Data are collected through observing, interviews and document analysis. Furthermore, triangulation is used to check the data. The results can be summarized as following: I.The ways and connotations of aesthetic experience that teachers and students create with the different teachers’ teaching styles. i.The teacher who is more “student center-life experience oriented” is teaching with student-centered. The teacher guide students to interact with the environment in specific situations, and to feel and reflect from the operation and experience. Besides, the teacher guide the students to find problems and solve them, so that they can enjoy the self-sufficiency feeling after they accomplished the activities. ii.The teacher who is more “teacher center-life experience oriented” often lead students to discuss, and transform the teaching materials to fit for students' cognitive development and life experience. Besides, The teacher guide students to discover and to understand the subject knowledge and cognitive structure deeply through thinking, discussing, arguing and clarifying, so that the students can feel the beauty of the admirable. II.The common elements of aesthetic experience that teachers and students create with the different teachers’ teaching styles. To create a relaxed, warm, harmonious, and free dialogue learning atmosphere positively. And to teach through the flexible teaching objectives, the diversity of teaching methods, and wonderful teachers and students conversations. To guide students learning through asking questions and discussing to challenge students’ ideas. Then make students enjoy the self-sufficiency feeling through the practical problem-solving process. According to the conclusions, the following suggestions might be provided: I.For teachers: Teachers should understand the subject knowledge and pedagogical content knowledge deeply to transform the subject materials to link with students’ life experience. Create a relaxed and comfortable atmosphere in the classroom so that students can interact and talk with teacher freely. Then teachers should combine personal professional specialty and interest to shape the individual teaching style. II.For future researches: Try to compare and analyze the different cases of the same grade and the same subject, to get to the bottom of the relationship between the teacher’s teaching style and the aesthetic experience of students in the classroom.
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鄭景云. "A Study on The Elementary Teachers’ Teaching Attitudes,Teaching Beliefs ,And Teaching Behaviors Toward Number Sense." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/50613538650941888891.
Full textAbstract:
碩士臺北市立教育大學
數學資訊教育學系碩士班
96
The goal of this study was to investigate understanding of the elementary school teachers’ teaching attitudes, teaching beliefs, and teaching behaviors toward number sense. Questionnaires, interviews and classroom observation were adopted as the major research instruments in this research. The questionnaire instrument of this study was related to elementary school teachers’ teaching attitudes towards the number sense. The conclusions are as follows: 1. The attitudes toward number sense of the elementary school teachers possessed positive tendency. 2. The elementary school teachers’ teaching beliefs had the difference on account of teaching attitudes. 3. The elementary school teachers’ teaching attitudes towards the number sense accords with teaching behaviors. 4. The elementary school teachers’ teaching beliefs towards the number sense accords with teaching behaviors. Based on the findings, this study makes suggestions for teacher, school, teacher education, and the future study.
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Tsai, Feng-chih, and 蔡鳳芝. "A Study of Preservice Teachers'' on Teaching Beliefs and Teaching Reflective Behavior During Teaching Practicum Courses." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/48478833776833430151.
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碩士國立中山大學
教育研究所
93
The major purpose of this study is to explore the preservice teachers’ teaching beliefs, its influential factors and teacher belief changes after teaching practicum courses and teaching reflection. There are two main purposes of this study: (1)To explore preservice teachers’ teaching beliefs and its influential factors. (2)To explore preservice teachers’ teaching reflection during teaching practicum courses. For achieving the above purposes of the study, it took one semester to collect data and interviews for exploring teaching beliefs, classroom observation, microteaching, field experiences and teaching reflection and analyzing preservice teachers’ teaching beliefs, influential factors and teaching reflection in concept mapping, assignments and interviews. The final provides some suggestions for teaching professional growth and the improvement of teacher education. The results indicated that preservice teacher’s teaching beliefs are through single to diversification and progress substitute for traditions in the varied age. After a series of teaching practicum courses, teaching beliefs cannot practice teaching behavior. There are three main factors: (1)The classroom observation: according to mentor’s pedagogy, it is back to traditional teaching. (2)The external factor: under the pressure of obtaining high degrees, on the basis of the premise that the grade of the student was improved results in a learning instruction style which teachers are active but the students are passive. (3)The internal factor: unfamiliar teaching experience and lack of professional knowledge result in differences between teaching beliefs and teaching behaviors. Reflective behavior of the preservice teacher has three stages: (1)The optimistic teaching beliefs for field experiences: to understand curriculum planning is difficult. (2)Unexpected problems in field experiences: even though preservice teachers understand the problem in confused classroom, they can not improve their teaching behaviors immediately. (3)Face to reality situation of teaching on field experiences: preservice teachers are conscious of curriculum planning imperfect , lack of explanation ability , to “guess” students’ prior knowledge, lack of the ability of classroom management and professional knowledge for teaching.
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Huang, Hsiao-Chun, and 黃筱珺. "A Case Study on the Teaching Belief,Teaching Behavior and Teaching Reflection of Wushu Sports Coach." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/95wk3j.
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Zhong, Zhao-Yan, and 鍾兆炎. "A Case Study on Teaching Effectiveness of Teaching Evaluation System to Teaching in Junior High School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/pyhmx7.
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碩士中原大學
教育研究所
106
The purpose of this study is to investigate the effectiveness of Teacher evaluation system in teaching effectiveness. In this study, a case study method was used to investigate the self-efficacy of three English teachers before and after teaching evaluation system, and then to understand the change of teachers'' teaching effectiveness by means of observation, interview and checklist. In order to understand the impact of effective teaching evaluation scale on teachers'' teaching effectiveness, and to serve as a reference for the future school teaching evaluation system. According to the results of this study, the conclusions are as the following: 1. The introduction of teaching visual evaluation system in schools must be carried out effectively from top to bottom, so that the whole system can be implemented between teachers and students. 2. Teachers and visual instructors should trust, respect, cooperate and communicate with each other in order to achieve the maximum benefit. 3. The three English teachers have improved their teaching efficiency. 4. Through the system of teaching, the author thinks that the development of the professional of teachers should be promoted by the teaching of other people in the school . 5. Schools can give different evaluation according to teachers''experience and professional development in different course.
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Tu, Chang Yu, and 涂昌裕. ""Yi Ye Yi Ru Lai"-the Study of How Master Hong-Yi's Views about Aesthetic Education and His Virtues Enlighten the Creantion of Paintings and Penmanship." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/02107644536760532290.
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碩士華梵大學
美術學系碩士班
101
Master Hong-Yi, Shu-Tong Li(1880-1942) had a number of subtle stories influencing later generations. In recent Buddhism and history, he played an important role. Although the master was dead for seventy years, there are still many adorers holding the memorials around the world. They sing his poems, and display his books and paintings. Many people were moved by his biography and then learned Buddha dharma to correct their behaviors and minds. In addition to Art and Buddhism, the master’s virtues and manners also affected people. Owing to the demand and practice of the aesthetic education, uncommon value was shown in his life. He emphasized the characters, and that was the first point when he taught. The principle of“What you do, and what you are.” deeply inspired the later learners. After becoming a nun, he held the religious taboos and pronounced the appellation of Budda. Besides, he let people follow the laws of Buddha by the penmanship. Because of learning the laws of Buddha and having an interest in paintings and penmanship, I observe the master’s manners and morals, discuss his views about the aesthetic education, and learn his spirit. With the penmanship, I can correct my behaviors and minds. Moreover, the understanding of the Buddha dharma enlightens the creation of paintings and penmanship. In addition, learning the laws of Buddha and arts can expand my views and make me live with ease. Learning the master’s connotation and religious spirit to combine penmanship with Buddha dharma is a good opportunity for me to grow. The points of the chapters in this thesis are as follows. Chapter one explains the motivation and purpose of studying how Master Hong-Yi’s views about aesthetic education and his virtues enlighten the creation of paintings and penmanship. The method, scope, and the explanation of the nouns are also included in this chapter. Chapter two summarizes the master’s life and learning experiences. He contributed his art talent to education and then learned Buddha dharma. In addition to holding religious taboos, he let people follow the laws of Buddha by the penmanship. Chapter three organizes the master’s views about the aesthetic education and his virtues. He especially emphasized one’s moral characters. Besides, the master’s goodness that came from Confucianists to Buddhism and from taboo to solemn can be seen in his penmanship. This chapter tries to list how the master’s virtues were combined with the penmanship. Chapter four mainly focuses on the ideas of how I create the display of “Yi Ye Yi Ru Lai”. In addition to my learning process and experiences, the master’s views about the aesthetic education and his virtues also let me understand the effects of penmanship. Chapter five describes the contents, the materials, and the skills of the paintings and penmanship. Chapter six presents the display of “Yi Ye Yi Ru Lai”with pictures. It includes the explanation of the works, the presentation of the skills, and the self examinations of the creation. Chapter seven is the conclusion of the thesis. Master Hong-Yi was the subject. From his manners and views about the aesthetic education, I get the opportunity to enlighten my life and the creation of the art, hoping to study more about the master’s morality and exalt his mercy in the future.
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WU, HSU HSING, and 許興武. "An Experimental Study of Creative Teaching." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/00694255226551429555.
Full textAbstract:
碩士大葉大學
教育專業發展研究所
93
This is an experimental study of creative teaching. Based on the multiple intelligence theory, a creative teaching course was developed and applied on 183 fifth grade elementary school students in Changhua County. The instruments applied in this study include Creativity Assessment Packet (CAP), New Linguistic Creativity Test, Self-appraised Multiple Intelligence Scale. The result is as follows: 1. On Creativity Assessment Packet, the experimental group is significantly better in originality, elaboration and openness. 2. On Linguistic Creativity Test, the experimental group is significantly better in linguistic fluency and creativity. 3. On Creativity Tendency Scale, the experimental group shows significant improvement in imagination. 4. On the Self-appraised Multiple Intelligence Scale and Attitude Questionnaire, the experimental group shows significant advance in spatial intelligence, bodily-kinesthetic intelligence, intrapersonal intelligence and interpersonal intelligence.
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Riley, Nancy Carol. "Socialization into teaching a case study of two student teaching field experiences /." 1989. http://catalog.hathitrust.org/api/volumes/oclc/21245376.html.
Full textAbstract:
Thesis (Ph. D.)--University of Wisconsin--Madison, 1989.Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 405-408).
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Hsu, Chia-hua, and 徐嘉華. "The Case Study to Team Teaching of Parent-Teacher''s Collaborative Teaching." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/41005434703604777417.
Full textAbstract:
碩士國立花蓮師範學院
國民教育研究所
90
The Case Study to Team Teaching of Parent-Teacher’s Collaborative Teaching Chia-Hua Hsu Abstract This study aims to explore the process of development of team teaching of parent-teacher’s collaborative teaching of second grade in the Wei-lan elementary school. In order to achieve the above purpose, the researcher arranged related theoretical foundation of parent-teacher’s collaborative teaching with literature analysis. Then, the researcher entered the classroom to do grounded observation, had interviews with the teacher, parents, students, and administrative staff. Meanwhile, the researcher also collected related document information. Finally, based on the literature review, the triangulation and member check, the study draws the following conclusions: 1.The purpose of team teaching of parent-teacher’s collaborative teaching is that school education is combined with family education in order to raise learning quality. 2.The importance of team teaching of parent-teacher’s collaborative teaching is that mutual interaction between teachers and parents is a model of learning for students but also the understanding of advancement among teachers, parents, and students. 3.The principle of team teaching of parent-teacher’s collaborative teaching is that teachers and parents show their profession and speciality in maneuverable team. 4.The process of development of team teaching of parent-teacher’s collaborative teaching is planning stage, designing stage, practice stage, and evaluating stage. 5.The ways of teaching of team teaching of parent-teacher’s collaborative teaching have two ways: As for collaborative role, one is the leading role, the other is the minor role. As to teaching development, one is the collaboration of teaching planning, the other is the collaboration of teaching strategy. 6.The personality characteristics of teachers and parents is one of the successful key to team teaching of parent-teacher’s collaborative teaching. 7.The communication of teachers and parents especially emphasizes respect. 8.Parents provide manpower and ingenuity for teachers. As for teachers, parents are good partners . 9.The Provision of facilities, information, and system can increase the will of parents and teachers to practice team teaching of parent-teacher’s collaborative teaching. 10.The evaluation of team teaching of parent-teacher’s collaborative teaching is teachers’ self-examination, discussion in the class of life field, and students’ diaries. 11.The problems of team teaching of parent-teacher’s collaborative teaching come from time and economy. 12.The main imit of team teaching of parent-teacher’s collaborative teaching is that whether teachers and parents have the same thought will influence the beginning of their collaboration. Team teaching of parent-teacher’s collaborative teaching still has teachers’ professional leadership. Several suggestions are proposed based on the above conclusions: To Teachers 1.Team teaching of parent-teacher’s collaborative teaching begins with teachers. 2.Continuing further education will promote to carry out team teaching of parent-teacher’s collaborative teaching To Parents 1.Parents had better participate in school activities to have more opportunities to communicate with teachers. 2.Parents respect teachers’ profession. To Schools 1.Administrative staff provide any support for teachers and parents as far as possible. 2. Administrative staff make use of situations propagate the thought and ways of team teaching of parent-teacher’s collaborative teaching. To Teacher preparatory organizations 1.In the future curriculum of teacher preparatory organization, the skills of communication will be cultivated. It will promote teachers to practice team teaching of parent-teacher’s collaborative teaching. To Future Research 1.Enlarge the range of case study 2.Make long observation to case study 3.Develop the evaluation of team teaching of parent-teacher’s collaborative teaching.
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Chun, Lin Ying, and 林盈君. "The Study of Chinese Teaching Approach Based on Sinogram Unit Teaching Materials." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/8v553u.
Full textAbstract:
碩士國立臺灣師範大學
應用華語文學系
102
Influenced by the Latin language linguistic structures, it is very likely to be going through word-based teaching approach while studying Chinese as a foreign language.This teaching method considers“word”as the basic unit for teaching, while the Chinese characters would simply become written symbols subordinate to vocabulary learning. However, unlike Latin language, Chinese characters contain appearance, sound and meaning within one sinogram. Linguistic Ju(1985) and Xu(2008) indicated that using Latin language linguistic structure to explain Chinese is not suitable.”Sinogram Unit Theory”which emphasizes the importance of Chinese characters emerged in the end of 20th centrury. And the sinogram-based teaching approach also tries to find an effective way to reinforce literacy skills and to expand vocabulary by emphasizing the systematic structures of Chinese characters. This study developed a sinogram-based teaching material for CFL learners. This study also carried out a teaching experiment to ethnic Chinese learners at National Taiwan Normal University, in order to observe learners’feedback and the effects from sinogram-based teaching approach. The study results showed that compared with original teaching approach, sinogram-based teaching approach did lead to a better outcomes and the learners also showed positive attitudes towards sinogram-based teaching approach.
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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:
碩士國立東華大學
體育與運動科學系
103
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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LIN, CHIAO-MIN, and 林巧敏. "A Study of Teaching Effects on Mathematical Teaching Strategies in Taiwan：Meta-analysis." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/mgudhf.
Full textAbstract:
碩士中臺科技大學
文教事業經營研究所
105
The purpose of this study was designed to investigate the effectiveness of the domestic use of teaching strategies for teaching math, data analysis by Hedges and Olkin’s method (1985) and other technology meta-analysis. "Mathematics Teaching", "Mathematics Learning", "Mathematical Achievement", "Mathematical Achievements", "Mathematical Strategy" and "Teaching Strategy" were used as key words to sift from the Taiwanese Master's thesis and the Taiwan Journal Paper Index System. The number of those sifted out and qualified are forty-seven. Research reports are analyzed by CMA version 3.0 software which is designed by Borenstein, Hedges, Higgins and Rothstein, here are conclusions: 1. Mathematics teaching strategies are effective for teaching effectiveness. 2.There is difference between different mathematics teaching strategies. 3. The study area, the implementation time, the school size are variables to impact on teacing effectiveness of mathematics teaching strategies. 4.Mathematics teaching strategies to enhance students' mathematical attitude is effective. 5. There is little difference in mathematics teaching strategies for mathematic learning between male and female students. The conclusions of this study are as follows: 1. Using mathematics teaching strategy to carry on mathematics teaching. 2. The use of teaching strategies should consider the characteristics of students. 3. When using mathematics teaching strategies, the number of students should not be too much.
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CHOU, LI-HUA, and 周麗華. "A Study of Elementary School Beginning Teachers’ Teaching Belief and Teaching Effectiveness." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/54403792263004619992.
Full textAbstract:
碩士國立屏東教育大學
教育行政研究所
95
The objective of this study is to understand the current status of elementary school beginning teachers’ teaching belief and teaching effectiveness in Pingtung area, and to analyze the relationship between them. This study has six main purposes: 1.To understand the current status of elementary school beginning teachers’ teaching belief. 2. To understand the current status of elementary school beginning teachers’ teaching effectiveness. 3. To explore the differences on teachers’ teaching belief among elementary school beginning teachers with different background variables. 4. To explore the differences on teachers’ teaching effectiveness among elementary school beginning teachers with different background variables. 5. To explore the relationship between beginning teachers’ teaching belief and teaching effectiveness. 6. To explore the possibility of predicting beginning teachers’ teaching effectiveness based on beginning teachers’ teaching belief. The instrument is a self-designed “Elementary School Beginning Teachers’ Teaching Belief and Teaching Effectiveness Questionnaire.” The subjects were 147 public elementary school beginning teachers in Pingtung county. The data were collected and analyzed by means, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation, canonical correlation and multiple stepwise regression analysis. According to the results, the researcher presented the conclusions and specific suggestions to provide references for educational administrative institutions, the institutions for foster teacher of elementary school, elementary schools, elementary school beginning teachers and further studies. The major findings of this study were as follows: 1.The condition of elementary school beginning teachers’ teaching belief was good. 2.The condition of elementary school beginning teachers’ teaching belief was good. 3.Elementary school beginning teachers’ teaching belief existed differences among the different sex, educational background and functions. 4.Elementary school beginning teachers’ teaching effectiveness existed differences among the different functions, school location and school size. 5.Elementary school beginning teachers’ teaching effectiveness existed differences among the high and low degree of teaching belief. 6.Elementary school beginning teachers’ teaching effectiveness was influenced by beginning teachers’ teaching belief. 7.There were close relationship among “The Role of Teacher” with “The Relationship between Teacher and Student” aspects of teaching belief and “Teaching Self-Efficacy” aspect of teaching effectiveness. 8.“The Role of Teacher” and “Community Participation” aspects of teaching belief could provide important references to forecast teaching effectiveness, “Teaching Skill” especially.
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Fung, Mary Lena. "A study on wisdom, wisdom in teaching, teacher efficacy, and teaching performance." Thesis, 1996. http://hdl.handle.net/2429/4811.
Full textAbstract:
Despite a rising interest in studying the effects and the antecedents of teacher efficacy, a
review of literature indicated that an important individual variable has been left out of these
studies. This is the cognitive component which Bandura (1977) suggests is central to the process
of efficacy formulation. Specifically Bandura (1977) argues that for performance to be instructive
for efficacy formulation, a type of cognitive appraisal needs to be present. To date, this cognitive
appraisal has not been identified in teacher efficacy studies. The purpose of this thesis is to search
for a way to represent this cognitive component and to examine its role in teaching performance
and efficacy formulation. Two variables are selected as possible representations of this cognitive
component. They are wisdom and wisdom in teaching.
The two research questions developed for this study are: (1) What is the relative
contribution of wisdom, wisdom in teaching, personal teaching efficacy, and general teaching
efficacy to teaching performance? And (2) What is the relative contribution of wisdom, wisdom in
teaching, and teaching performance to the formulation of personal teaching efficacy and general
teaching efficacy?
Eighty-nine final year student teachers were asked to respond to three instruments that
measured their level of wisdom, wisdom in teaching, and teacher efficacy. These instruments
were: (1) Life planning dilemma "Jack" (Smith & Baltes, 1987), (2) Teaching dilemma
"Perimeter" (Arlin, 1987), and (3) The teacher efficacy scale (Gibson & Dembo, 1984). The
participants were also asked to submit their teaching practicum marks. This mark represents their teaching performance.
Teaching performance was best explained by the combined effects of wisdom in teaching
and personal teaching efficacy than by either of them alone. Jointly these two variables accounted
for 54% of variance in teaching performance.
Wisdom in teaching and teaching performance provided a better explanation for the
formulation of personal teaching efficacy than each taken in turn. The joint effects of wisdom,
wisdom in teaching, and teaching performance accounted for 7% of variance in the formulation of
both personal teaching efficacy and general teaching efficacy.
An important finding from this study is that wisdom in teaching has the greatest impact on
teaching performance. An implication of this finding is that teacher educators should develop and
provide programmes which can help facilitate the growth of wisdom in teaching.
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Chen, Chin-Hsi, and 陳清溪. "The Study of Teaching Support Needs and Teaching Self-efficacy of Teachers Who Teaching Studends with Mental Retardation." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/58971588550007700458.
Full textAbstract:
博士國立彰化師範大學
特殊教育研究所
88
ABSTRACT The purpose of this study is to discuss the relationship between teaching support needs and teaching self-efficacy of teachers who teaching students with mental retardation. The study is based on quesionnaires and in-depth interviers. The population of this study was classes for the mentally retarded in elementary schools and junior high schools and teachers in schools for mentally rtarded. A questionnaire developed in this study was used to surver on 846 teachers, while 20 teachers accepted interviews. The major findings were as followed： 1. The order of teachers teaching support needs in special classes is as followed：teaching equipment, administrative support, consulting service, in-service training. The order of teaching self-efficacy is as followed ：presenting materials systematically, using teaching assessment well, teaching plan and preparation, multiple teaching strategies, and good class climate. 2. Teaching support availability and teaching self-efficacy present significant correct correlation. It means that if teaching support availability increases, teaching self-efficacy increases , too . 3. There is no significant difference in teaching support needs of teachers who teaching students with mental retardation on sexes, ages, professional backgrounds, areas, and stags. 4. Teachers with fewer teachers’years of service need teaching support needs most;the younger teachers get the lower teaching support availability. 5. TEachers graduatec from special educational graduate school got more points in teaching support availability. 6. The degree of teaching support availability of teachers with teachers’years of service between 11-15 years and over 16 years was significantly higher than that of teachers with teachers’years of service below 5 years. 7. The teaching support availability of teachers whol work in provincial city and municipality was significantly higher than that of teachers who work in county. 8. The degree of teaching support availability of teachers in schools for the mentally retarded was significantly higher than that of teachers in classes of elementary schools and junior high schools for the mentally retrded. 9. Female teachers’teaching self-efficany was significantly higher than male teachers; teachers whose age between 21-30 got the lowest teaching self-efficacy;the longer teachers’ years of service, the higher teaching self-efficacy; teachers graduated from special educational graduate school got the highest teaching self-efficacy. 10. There is no signicicant difference of teachers’teaching self-efficacy in different area and stages. 11. The four factors:teaching equipment, administrative support , sex and age were provided with prediction. By further analyzing can find that administrative suppoet affects teaching equipment , than forecasts teaching self-efficacy. The suggestions of the study are ilsted. 1. Give principles in-service training to reinforce the advocates of special educational ideas. 2. Distribute educational budget reasonably to balance educational deveplopment between tow and country. 3. Provide teachers in-service training opportunities to promote professional knowledge. 4. Carry out parents’education and courage parents to give teaching assistance at home . 5. Administrators should give special teachers support and encouragement. 6. Teachers should participate in all kinds of in-service training to promote teaching self-efficacy.
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HO, SZU-AN, and 賀思安. "The Study of Teaching Beliefs and Teaching Enthusiasm on Teaching Effectiveness on Vocational High School of Miaoli County." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/02703078117068891698.
Full textAbstract:
碩士靜宜大學
管理碩士在職專班
104
In this study, Miaoli County Superior Vocational School for the object, analysis of teachers in Miaoli County Superior vocational schools teaching beliefs, teaching enthusiasm and teaching effectiveness whether there are differences, and analysis Miaoli County Superior Vocational School Teachers' teaching beliefs and their teaching enthusiasm will affect the teaching effectiveness. In this study, a questionnaire approach to analysis, statistical analysis and data for the descriptive statistics, independent sample t test, one way ANOVA and regression analysis. The results found that: (1) Young teachers for their own professional background and experience, have more ideas, in order to achieve the desired teaching behavior through teaching beliefs; full-time teachers with respect to the other needs of part-time teachers in other administrative matters in terms of comparison to make himself teaching course and teaching beliefs connected to each other, and therefore have a higher full-time teachers teaching beliefs. (2) Young teacher to student learning activities, comparisons are thought to create lively and interesting teaching situation, and can also show a more sincere teaching attitude and behavior; the young teacher for teaching attitude, methods and activities, with respect to age, longer teacher is more show vitality and change. (3) Teachers teaching through a period of time can be adjusted in accordance with their past teaching situations innovation, so that they can become develop their own set of teaching methods; full-time teachers have more space and time to think about the organization of presentation materials, and consider students' understanding case, the timing schedule practice and feedback, and therefore the effectiveness of teaching the teachers will be greater than other positions. (4) When the teachers' teaching beliefs and their teaching enthusiasm higher, their teaching effectiveness will be higher.
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Chen, Hsing-ju, and 陳星如. "Comparison Study of the Elementary School Basketball Teaching by Mosston Practice Style Teaching and Teaching Games for Understanding." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/97u8jx.
Full textAbstract:
碩士國立臺東大學
體育學系碩士班
96
This study aimed to discuss the different effects of Mosston practice style teaching and teaching games for understanding(TGfU) on the cognitive performance, objective skills, and competition performances(decision making, skill execution, and support) of elementary school fifth graders, and further compare the retention effect of the two teaching methods on objective skills and competition performance. The participant were two fifth grade classes, each with 27 students, of an elementary school in Taitung County. Each class received 10 lessons of basketball teaching based on the practice style teaching and TGfU. Pre-test, post-test, and postponed-test were conducted on cognitive test, objective skills test, and competition performance evaluations. The data were analyzed with independent t-test, one-way ANOVA, and repeated measure t-test. The results were as follows: (1) After practice style teaching, students of different genders did not show significant difference on cognitive performance, objective skills, decision making, and skill execution. However, the competition performance and support of male students was better than that of female students. (2) After TGfU, students of different genders did not show significant difference on cognitive performance, objective skills, and skill execution. However, the competition performance, decision making, and support of male students was better than that of female students. (3) The cognitive performance, competition performance, decision making, and support showed significant difference after different teaching methods. The performance after TGfU was better than that after practice style teaching. The objective skills also showed significant difference, namely, the objective skills after practice style teaching were better than those after TGfU. (4) After practice style teaching, the objective skills and support showed retention effect, and competition performance, decision making, and skill execution showed no retention effect. After TGfU, both objective skills, competition performance, decision making, and support showed retention effects. The findings can be provides as suggestions to the physical education courses of schools, and references to future studies.