| Based on a case study of Wang Zhengzhong,a rural school teacher in Shuangwen National Middle School in Taiwan,this paper aims to find out roles and status of rural teachers in rural teaching reform,factors that obstruct rural teachers' reform and the relation between rural education reform and rural teachers' professional development.Through my discussion on a bottom-up teaching approach in rural area and the necessity and feasibility of teaching reform,this thesis tries to demonstrate that it is possible for the vulnerable groups of school children in rural area to overturn their unfavorable education conditions and gain fair and professional education opportunities so long as their teachers are duty-bound and highly motivated.This thesis includes five chapters.The first chapter gives an introduction to the background.It mainly talks about the specific education field in which Wang Zhengzhong was in,the natural environment of Shuangwen National Middle School and the history between Wang and his rural teaching reform.Analyzing Wang's education field,I find that the study of diverse rural areas share resemblance and different rural teachers have similarities due to a shared“rural” as its label,which is the foundation of this study.The second chapter represents the life-course of Wang's rural teaching reform by analyzing the turning points,the critical incidents and the interaction between critical incidents during Wang's reform process.Wang's teaching reform can be examined from three stages.Seen from the perspective of developing procedures,the reform experienced an enlarging process,as from one spot to some spots,from some spots to a line,and from a line to a plane.Judged from the perspective of changing strategies,it dealt with the following three stages: from creating an atmosphere to stimulating students' motivation,from stimulating students' motivation to enhancing the basic knowledge,and finally from enhancing the basic knowledge to fostering students' advanced abilities.Overall,the reform process is a dynamic whole,which adapts itselfto students' changing needs constantly and therefore,it serves the students in the rural area thoroughly.Besides,each turning point of Wang's teaching reform is influenced by some critical incidents somehow.And it was through a collaborative effects of multiple effects,cumulative effects,sequential effects,interactive effects,sustained effects and threshold effects that these critical incidents affect Wang's teaching reform.The third chapter analyzes the influential factors on Wang's reform by using the four paradigm themes of life-course theory as its framework.The paradigm themes of life-course theory,to be specific,includes time and space in history,opportunities,interrelated lives and individual initiative.Examined from a three-dimension perspective of its stability,variability and introversion/extroversion,it is individual initiative as well as one's motivation and role-awareness,personal traits and individual practice ability that plays the key role though the importance of the other three paradigm themes cannot be ignored as well.The fourth chapter mainly discusses the inspiration derived from Wang's reform.Under the circumstances that the whole nation try to carry forward rural education reform and rural teachers' development,rural teachers should free themselves from the traditional top-down approach.Instead,with revived country emotion and stimulated motivations,rural teachers should set up their own reform community.With the support of various social associations and individuals,the overturn of rural education can be accomplished through a bottom-up approach.The fifth chapter is a final discussion,which mainly deals with the conclusion,the research process and some new findings and viewpoints of the author.In addition,a reflection on the limitations and deficiencies of this study,the research quality and research ethics of this thesis are covered in this chapter as well. |
PDF Full Text Request