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English Abstract

The aim of this research is to investigate how a researcher, who is also a teacher merges the whole language into the thematic approach teaching in a kindergarten classroom through an action research model "knowing-doing-thinking". The researcher collect the information through live recording during the lessons, taking shorthand in class, documentation collection etc. for half of an academic year. The research questions in this study include (1)What is the overall style of merging the whole language into the thematic class of K3? (2) What are the planned strategies of doing so? and (3)What are the problems encountered and the solutions of these problems when merging whole language into the thematic approach of a K3 class? In this research, the overall style of the whole language curriculum includes (1)my life in a whole language classroom - the environmental arrangement which is full of words; (2)a designed classroom for a specific topic; (3)natural and random language-learning activities; (4)routine language-learning activities; (5)thematic curriculum activities; (6)the learning performance of the preschoolers in the whole-language classroom - understanding the meanings of words; (7) enjoy reading and writing proactively; (8)learning to take the responsibilities; (9)demonstrating the scaffolding effect in the preschoolers through their learning from each other and (10)understanding how to acquire knowledge through the use of words. In terms of the action plan, the preparations of teaching are (1)planning real-life scenario which composes of listening, speaking, reading and writing, and (2)providing a living environment which contains plentiful reading and writing materials. The plans of the teaching are (1)carrying out thematic activities that weave language into it; (2) carrying out activities which combines the listening, speaking, reading and writing abilities based on the original teaching materials; (3) accepting the performances, providing demonstration, and interacting closely with the IV preschoolers, and (4) in addition to thematic approach, let the preschoolers investigate the structure of words themselves, the learning period is also extended to the time before and after school, whereas the post-teaching activities are (a)building the preschoolers' self-confidence by sharing their results of reading and writing; (b)keep making the portfolios in education of the preschoolers, and (c)the reflection and improvement of the teachers. During the action investigation, the researcher faced three problems: (1) The preschoolers cannot make use of different learning zones efficiently; (2)the teacher is hard to get rid of the leading position in the teaching process; (3)it is hard to collect extra whole language works for the reflection and improvement session. My solutions to the above problems are (1) each preschooler may only enter two learning zones per day, and a reward system is carried out; (2) the teacher should try to accept the performances, provide demonstration, and interact closely with the preschoolers as much as possible during the teaching process and (3)merge the element of whole language into the specified work of the school. Finally, the researcher, who is the teacher as well, give suggestions for future research and curriculum design.

Chinese Abstract

本研究旨在探討一位既是研究者又是教師在教室以「知-行-思」的行動研究 方式把全語文融入幼稚園主題堂教學的歷程與成果。研究者以教學錄音、現場速 記、檔案文件等方式蒐集半個學年的資料。本研究所欲探究的問題包括「在幼稚 園大班將全語文融入主題堂中之整體風貌為何﹖所擬策略為何﹖」及「在幼稚園 大班將全語文融入主題堂中所遭遇的困境及因應策略為何?」 本研究中,全語文課程的整體風貌包括「我的全語文教室生活」–「充滿 文字之環境佈置」、「佈滿主題進行軌跡的教室」、「自然隨機的語文活動」、 「固定例行的語文活動」和「主題課程活動」。以及,「全語文教室中幼兒學習 表現」–「明白語文具有的意義」、「主動並享受閱讀與書寫」、「懂得承擔責任」、 「顯現學習社群互搭鷹架」和「懂得運用語文探究知識」。 在行動策略方面,教學前準備分別是(一)「規劃聽、說、讀、寫交織的生活 情境」及(二)「提供讀、寫材料豐富的生活環境」;教學中則分別是(一)「實施語 文交織於主題之活動」、(二)「以原有教材為主,實施聽、說、讀、寫整合活動」、 (三)「以原有教材為主,儘量製造真實運用語文機會」、(四)「與幼兒密切互動、 提供示範與接納表現」及(五)「除主題堂外,讓幼兒自主探索建構文字,學習區 時間亦延伸至早晚」;教學後則分別是(一)「幼兒分享讀寫成果,增其信心」、(二) 「持續製作幼兒學習檔案」及(三)「教師反思與改進」。在行動研究過程中曾遭 遇三項困境,分別是「幼兒無法有效地使用各學習區」、「教師難以擺脫以往為主 導者的框框」及「難以收集額外的全語文作品進行反思與改進」。而研究者採取 的因應之道為「限定每天只能進入兩個學習區探索,並推行獎勵計劃」、「在教 學的過程中,教師盡可能與幼兒密切互動、提供示範與接納表現」及「在學校規 定作品上融入全語文元素」。最後,研究者即教師提出在行動研究上與課程上的 建議。

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Faculty of Education




Kindergarten -- Study and teaching

幼稚園 -- 學習及教學

Chinese language -- Study and teaching (Early Childhood)

漢語 -- 學習及教學 (嬰兒至初級小學)



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