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國中小創意教師教學策略之研究-四位創意教學特優教師的個案分析

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creative teaching strategies

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A Case Study of Teaching Strategies for Four Award Winning

Creative Teachers at Elementary and Junior High Schools

J

ON

-C

HAO

, H

ONG

Y

A

-L

ING

, L

IN

C

HAN

-L

I

, L

IN

Graduate School of Toy

Camphor Tree Junior

Department of Industrial Education

and Game Design National

High School

National Taiwan Normal

Taipei Teachers College

Taipei County

University

This study aimed to investigate the teaching strategies applied by creative teachers at elementary and junior high school and their teaching effectiveness after the implementation of creative teaching activities. Through purposive sampling, four recipients of Creative Teaching Award at GreaTeach 2002 were studied. The four award winners came from various fields, including Art & Humanities, English, Synthetic Activities, and Mathematics. The in-depth interview research method was used in order for the selected creative teachers to self-describe their strategies and results after implementation. The research findings of this study include: 1) To help students develop respect for each other, the Synthetic Activities ,English, and Math teachers all used in-class discussion; 2) The Art & Humanities and Math case subjects used in-class discussion to promote openness in students’ emotional expressions, while the Synthetic Activities teacher created and environment conducive to openness, and the English case subject used game oriented activities to increase students’ openness; 3) The Synthetic Activities , English, Art & Humanities, and Math case subjects applied activities with a discussion orientation, a game orientation, a teaching orientation, and hands-on teaching materials respectively; 4) Game oriented activities adopted by the four instructors were found to be effective for teenagers and children; 5) All four teachers used teaching orientated activities to increase students’ cognition; 6) To boost students’ question raising ability, all four instructors used discussion-oriented activities; 7)To increase the students’ self-confidence, the Synthetic Activities and English teachers adopted lecturing-orientated activities, while the Art & Humanities teacher used students’ artwork and projects to decorate the school environment, and the Math teacher adopted in- class discussion. To enhance students’ comprehension, the Synthetic Activities, English, and Art & Humanities teachers utilized contextualized teaching methods, while the Math teacher arranged experiments for self-observation and teaching; and 9) To increase student collaboration, the Synthetic Activities and English Teachers applied games, while the Art & Humanities and Math teachers divided students into smaller groups.

KEY WORDS: creative teaching, teaching strategy, teaching effectiveness.

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