圖書館

摘要

THIS STUDY EXPLORES THE RELATIONSHIP BETWEEN STUDENT TEACHERS' BELIEFS AND PRACTICES IN EARLY CHINESE LITERACY INSTRUCTION. SEMI-STRUCTURED INTERVIEWS, CLASSROOM OBSERVATION, AND DOCUMENT ANALYSIS WERE CONDUCTED WITH SIX STUDENT TEACHERS DURING THEIR TEACHING PRACTICES. FINDINGS INDICATED THAT THE STUDENT TEACHERS BELIEVED EXPLICITLY TEACHING LITERACY SKILLS AND IMPERCEPTIBLE ACQUISITION OF LITERACY ABILITIES THROUGH COMMUNICATION AND MEANING-MAKING PROCESSES ARE ESSENTIAL IN CHINESE EARLY LITERACY LEARNING. HOWEVER, THEY MAINLY TAUGHT CHINESE LITERACY SKILLS IN THEIR PRACTICES, WHICH MEANS THE STUDENT TEACHERS STILL NEEDED TO PRACTICE WHAT THEY PREACHED FULLY. THE STUDY SUGGESTS THAT POSSIBLE REASONS FOR THE DISCREPANCIES INCLUDE 'DIRECT TEACHING' AND 'ROTE LEARNING' MIGHT BE MUCH EASIER FOR STUDENT TEACHERS TO DESIGN AND CONDUCT A LESSON. STUDENT TEACHERS HAVE LIMITED ABILITIES AND EXPERIENCES IN CONDUCTING AN IDEAL LESSON, AND THE KINDERGARTEN CURRICULUM AND ONSITE SUPERVISORS HIGHLY INFLUENCED THEIR TEACHING PRACTICES. THE FINDINGS FROM THIS STUDY SUGGESTED THAT MORE OPERATIONAL ACTIVITIES (SUCH AS DESIGNING LESSON PLANS AND CONDUCTING MICRO-TEACHING) SHOULD BE USED DURING PRE-SERVICE TRAINING. FURTHERMORE, THE COMMUNICATION OF EDUCATIONAL BELIEFS BETWEEN THE UNIVERSITY SUPERVISOR AND THE ONSITE SUPERVISOR SHOULD BE STRENGTHENED.