閱讀融入現象本位師資培育的課程設計
Other Title
Integrating reading strategies into designing phenomenon-based learning
Journal
教育部教學實踐研究計畫
Date Issued
2022
Author(s)
Abstract
This current project was built upon a previous study in 2020 that adopted phenomenon-based approach to cross-disciplinary curriculum design and practice in inquiry-based learning in teaching practicum. The 2020 study revealed four major obstacles to the effectiveness of inquiry, including (1) secondary students having problems in getting the gist of long articles; (2) pre-service teachers lacking reading and writing skills to guide their students; (3) pre-service teachers lacking inquiry experience to support their students; and (4) a lack of preparation for phenomenon-based curriculum design decreasing pre-service teachers’ confidence in teaching. Given the four obstacles identified, the current study integrates reading comprehension strategies into phenomenon-based inquiry and curriculum design in a teacher education course. The study aims to examine the effects of this integrative approach on enhancing pre-service teachers’ (1) reading and writing skills, (2) inquiry ability, and (3) ability to apply the integrative approach to phenomenon-based curriculum design. Findings of the study have shown improvement in the three aforementioned areas as expected. Firstly, the pre-service teachers developed reading and writing skills in terms of commenting on good academic articles and revising poor ones. Secondly, significant improvement was observed in the quality of the preservice teachers’ final inquiry projects, compared with their first drafts. Besides, they all agreed that it is necessary for pre-service teachers to experience inquiry-based learning so that they would sympathize with secondary students especially when encountering difficulties in inquiry and would understand better their students’ feelings and learning needs. Thirdly, the pre-service teachers had greater confidence in integrating reading comprehension strategies into curriculum design and in teaching inquiry in practice based on the structure of curriculum design they had learned in class. The study concludes with Moilanen (2015) that for pre-service teachers “the way the learn is the way they will teach."
Type
report
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110_符碧真_教學實踐研究計畫成果報告_20240930.pdf
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