英文摘要 |
The purpose of the study is to discuss the educational beliefs, practices, strategies, difficulties, and responses of teachers who implement multilevel classroom management in elementary school. Four elementary school teachers are selected as purpose samplings to conduct research. The data are collected through interviews, document analysis, etc., three conclusions are summarized as follows: (1) The educational beliefs of implementing multilevel classroom management: One belief: No left child behind; Four traits and four abilities: Teachers should possess positive and optimistic thought, lively cheerful personality, empathy, non-perfectionism characteristics, flexible adaptability and great parent-teacher interactions. Moreover, teachers should teach profession and not afraid of trying new teaching skills. (2) Teachers' practices and strategies of implementing multilevel classroom management: Teachers should treat equally and correct the errors timely. As for mainly teaching activities, teachers should mainly focus on cooperative learning and then by multi-level class management. In the classroom, teachers should arrange the seats well to reduce stimulation. Teachers also should have sincere caring and maintain good relationships between students and parents. The most important thing is to teach students in accordance with their aptitude, and be a friend with students. (3) The difficulties are the interference of parents' negative emotions, which result in the heavy burdens of teachers, and the inadequate external support system. |