A Study On The Implementation Of The Elementary Teaching Practicum Curriculum Under The "Action-reflection" Teaching Model In D University Taiwan

The teaching practice curriculum is to make the students summarize the theory and practicum of curriculum,it occupies an important position in teacher teaching,and its implementation is normal teaching has been the focus of attention.The purpose of this research is to explore the implementation of the primary teaching practicum curriculum under the "action-reflection" teaching model of D University Taiwan,that is,to explore the background,process and effectiveness of the implementation of the teaching practicum curriculum the "action-reflection" teaching model.Introduction mainly presents the background of this study,including the background of teacher education in Taiwan,the reasons for the introduction of "action-reflection" teaching model in Taiwan,the purpose and significance of this study.Chapter one,to summarize the relevant literatures from four dimensions: "action-reflection","action-reflection" teaching connotation,student teachers action reflection study,"action-reflection" teaching and reflection mechanism,apply "action-reflection",combining with the purpose of study,to establish questions of this study.Chapter two goes into details about the organization and method of the study.This study is qualitative-study oriented,mainly uses the case study method,the elementary teaching practicum curriculum in the fall semester of 2015-2016 school year of Hua-Shi College D University of Teaching Curriculum Department is selected as study case by Purposive Sampling method.Two cooperating teachers,five internship teachers and nine student teachers divided into two internship groups who participated in the curriculum were selected as the study subjects.Through interviews,observation and text analysis to conduct accurate description the background,process and effectiveness of the implementation on relative literature of the elementary teaching practicum curriculum under the "action-reflection" teaching model,and Nvivo10 qualitative analysis software is used to analyze and summarize the data,use the "triangular test method" to check the results of the study to ensure the validity of the study,the matters needing attention of ethical considerations.Chapter three,first explain the reasons why D University Taiwan chosed to introduce "action-reflection" teaching model into teaching practicum curriculum,thenthrough the key points of curriculum implementation show Taiwan's elementary teaching practicum curriculum system.Analyze relation and difference of the stages of teaching practicum curriculum.According to D university Taiwan's teaching practicum curriculum design concept,standards,goals,etc.This curriculum presents the overall design.Then,we will compare and analyze the results of the interview and observation,and to present the practicum process of the curriculum.Chapter four,the preparation phase and the action phase of the curriculum implementation is presented through the collating of interviews and observation records.And then through the interview,observation and text records from the students' learning outcomes and learning experience in two dimensions,to present and analyze the effectiveness of curriculum implementation.Among them,learning outcomes include teaching knowledge,teaching skills and reflection ability on the effectiveness of learning experience,including cognitive experience and emotional experience.Chapter five,the study finds that "action-reflection" teaching can help students mastery of teaching knowledge,teaching skills acquired and the cultivation of the reflection ability,at the same time,it also can help resolve the student teachers' common frustration in the internship process,keeping the students learning more positive emotions,positive learning experience.It can be judged that the implementation process of the elementary teaching practicum curriculum under the "action-reflection" teaching model is more smooth,and the action,study and reflection of the internship students are effectively implemented,which makes the implementation of the curriculum more effective.Therefore,it is suggested that this teaching model should be applied to the teaching practicum curriculum to ensure the effectiveness of this curriculum.But there are still obstacles to the effectiveness of the teaching practicum curriculum,for example: the internship team lack cohesion during the implementation process of the course;internship students lack horizontal reflective ability in curriculum effectiveness;reflection report increases practice students' work load.In view of the above problems,the researchers put forward to strengthen the horizontal reflection training,strengthen operation training strategies for action learning group and recommendations for changing reflection form.