低年級實施協同教學之探究-以雲林縣樂樂國小為例

洪純慧

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低年級實施協同教學之探究-以雲林縣樂樂國小為例

洪純慧 , Masters　　Advisor：陳幸仁　　

繁體中文

國民小學低年級教師；協同教學；主題式課程

Abstract │ Reference (95) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

This study was designed to investigate Lele Low-grade elementary school teacher (a pseudonym) Low-grade teachers Collaborative teaching the course,  The course of the junior team teaching.  We are hoping six outstanding teachers for the study, In the interview experience low-grade teachers provide a reference model of team teaching, Objective comprising: Low-grade teacher team teaching mode; Low-grade teacher teaching and collaborative dilemma solving strategies.  After teaching the lower grades teachers and students agree. 
This study, qualitative research orientation, Using case study approach,  Yunlin County State Lele Low-grade elementary school teacher low-grade for the study. Through collecting observations, interviews and related documents. To obtain a variety of information.

According to data analysis and discussion of findings Collaborative teaching the lower grades in order to more appropriately themed﹒

1.One team teaching, low-grade style more appropriate to the theme
2.Personnel II, is due to lower grades participate in class teacher based, collaborative teaching and administrative staff and parents supplemented.
3. Ginseng, low-grade teaching and collaborative dilemma
A .Collaborative teaching theme-based advocacy can solve many problems of the administrative staff.
B.  Compact meeting time, teachers should make more use of free time after class Flexible use of communication and coordination.
C.  The group questions to cross-grade teaching more appropriate to address the difficulties caused by low birth rate, the opportunity to communicate with each other and increase student learning.

Based on the above study researchers for low-grade team teaching proposed suggest: 
1.	The low-grade teacher recommendations.
 A,  As a low-grade teachers should take part in      professional training, in line with the needs of the times.
         B.  As a low-grade teachers in curriculum planning, and    others should do the cross-section of the link to do a complete plan to achieve the integrity of the teaching.
C.  Low-grade teachers should fully understand the areas of expertise of parents, more parents invited to participate in collaborative teaching teaching, encourage parents into the classroom, teaching content.
2. To school administration's recommendation,
A.	The implementation of collaborative teaching often   feel inadequate school space, less time for discussion should be based on low, medium and high-grade team teaching activities partition planning, avoid school classroom space unused.
B.	The school administration to hold more parent education seminars or activities to increase the channels of communication and a common topic of parents and teachers
3. Researchers recommend that future
A.  Research from different angles cut administrative staff, teachers or parents at different angles to explore the connotation of team teaching.
B.	 The complete planning for collaborative teaching small low   
   high segment of different years, to explore multi-faceted, 
avoid duplication or omission of the case.
Keyword： Low-grade elementary school teacher , Cooperative teaching ,Thematic courses

Reference ( 95 ) 〈TOP〉

江麗莉（2003 ）。幼稚園同班搭檔教師間的合作關係。載於黃顯華、孔繁盛編，課程發展與教師專業發展的夥伴協作（頁243-262）。
連結：
吳美嬌（2003）。國民中學社會學習領域班群教師協同教學之行動研究。國立臺灣師範大學教育研究所碩士論文，未出版，台北。
連結：
吳碧霞(2004)。以「協同教學」模式進行綜合活動學習領域之個案研究。國立台北師範學院課程與教學研究所碩士論文，未出版，台北。
連結：
邱惜玄 (2003)。一所國民小學校長「協同教學」領導之研究。國立台北師範學院課程與教學研究所碩士論文，未出版，台北。
連結：
張清濱（1999）。怎樣實施協同教學。師友，387，43-47。
連結：

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