This study discusses third grade elementary school children¡¦s growth in mathematics ability through a mathematics curriculum integrated with problem posing. By applying action research method, this study tries to find out the participating teacher¡¦s progress in her teaching method. In particular, also to find out the problems that may arise from carrying out problem- posing instruction, the possible solutions to these problems, and the problem-posing activities that can be readily applied in classroom setting. The time this study takes, from identifying the problem to the point of retreating from the research setting, is about one year. During this year, the investigator used various methods to collect data: interviews, video recordings of class teaching, teachers¡¦ notes and recordings, and children mathematics diaries. He included research-related surveys and triangulation for data analysis. It is found that, the teacher has to do more than having a firm grasp of the teaching materials, but also to attend to the teaching processes, the timing of introducing the critical questions related to the main points, and the ability to conduct a discussion atmosphere that is conducive for the students¡¦ growth. Most important of all, the mindset has to be changed from a teacher-oriented one to a more student-oriented set. Compared to the original teaching without problem posing, it is found that students became more active in class discussions, and showed more logic in their solutions. They debated about mathematics problems instead of aimless quarreling. Moreover, the content of the problem-posing products become more creative and no longer mechanical. In addition, students¡¦ solution processes were no longer by imitation, but instead, showing expressions of elaborated thoughts. All these show that the integration of problem-posing instruction has increased students¡¦ interests and motivation in studying mathematics.

This report describes an action research project that was designed to determine the effect of using the multiple intelligences theory in the junior high school English class. Through a review of the multiple intelligences theory combined with analysis of its relation with English teaching, the researcher tried to design MI-based English teaching activities, construct the MI-based English instruction program and furthermore bring it into practice. The subjects consisted of thirty-three second-grade students selected from the researcher¡¦s junior high school in Kaohsiung. The MI-based English instruction program included twelve learning units in daily lessons and three cooperative learning projects. At the research period of twenty-three weeks, the data were collected through teacher observation records, students¡¦ learning reflections, teaching journals, MI-based worksheets, interviews, Multiple Intelligences Strategy Appraisal for English Learning, and English Learning Experience Questionnaire. The accumulations and analysis of the research results indicated a satisfaction of students¡¦ diversity and a significant improvement in several aspects including students¡¦ learning motivations, learning for understanding, memorizing learning materials, using English learning strategies, creating authentic learning environment, an improvement in English abilities, and understanding different cultures. The MI-based English instruction showed a positive learning atmosphere so students accepted the MI-based teaching model, and then hoped the researcher to keep the teaching model in the future. However, the research result also indicated that students learned the diverse English learning strategies, but they were unable to use the strategies very well. Besides, a few students with negative attitudes toward MI-based teaching hoped to be taught individually. The multiple intelligences theory is close to teachers¡¦ teaching experience that students learn in diverse ways. It provides a useful framework for teachers to organize all kinds of teaching methods. Moreover, the multiple intelligences theory is not just an idea. It is practicable for teachers to carry it out in daily lessons to solve the problems about students¡¦ diversity.

As on-line technology advances, many colleges and educational institutes start offering e-learning courses to attract students taking classes online. E-learning is getting popular and this is an irreversible trend. The more e-learning courses offered by schools, the more competitive it becomes on student recruitment. Therefore, from marketing standpoint, how to distinguish it from others, how to offer better quality e-learning courses, and how to attract more students by recruitment marketing, have been crucial to these schools. The study was conducted by Action Research approach. The main purpose is to find out types of marketing strategies available to a school using marketing mix on offering e-learning courses. The problems and difficulties, an e-learning school will face when executing these marketing strategies, are also investigated. The study tries to address these issues and several solutions are recommended. The result will be an important guideline for any school offering e-learning courses on recruiting students.

The purpose of this research is to explore the aspects of abilities of mathematics communication of grade two students in the elementary school, including spoken understanding and as well as written and figural understanding. This researcher adopted action research, having the investigator implemented two months teaching. After referring to mathematics teaching materials grade two, the researcher designed four units. During the period of research, the teacher utilized a variety ways to collect data, such as; video recording, audio recording, questionnaires, reflective notes, observation records and student activities sheets. Eventually, the teacher made qualitative analyzes and explored methods of improvement on her ways of teaching. The results of this research illustrated seven aspects of spoken language expression of understanding. The students were weak in listening; dare to express their opinions; put forward queries regarding teacher's or schoolmates¡¦ questions; some were unable to raise conceptual related questions; when students made exchanges they needed help from the teacher, students spoke with low or vague voice; and, finally, students replied intermittently or silently. Besides the above seven findings on spoken language, there are four findings of phenomena in written and figural understanding. First, students were able to examine mistakes or others¡¦ mistakes according to the record on blackboard. Moreover, the students even can put forward the queries on others¡¦ problem solving records. Yet, they were capable of understanding others¡¦ mathematics records and explained others¡¦ ideas.

After the researcher listened to the voices of curriculum, texts and teachers, who found that language fields of mandarin in primary school was generally ignored the teaching of 'listen and speak'. And also, very few relevant researches can be found. Therefore, second grade pupils of primary school, taught by the researcher, were selected as the collective subjects of the study. Based on the example of ¡¥Talking Carnival¡¦ (the material complied by the researcher), to proceed with 21 sections of ¡¥Listen and Talking Courses¡¦. Furthermore, via the mode of action research, to probe into the following three directions and degree actively is the main purpose of this research: 1.To probe into the relevant and essential factors of ¡¥Listen and Talking Courses¡¦ teaching design. 2.To interpret the process of curriculum implementation and reflective revision of ¡¥Listen and Taking Courses¡¦. 3.To evaluate the study effect and restriction of ¡¥Listen to and Taking Courses¡¦ Relating to three study programs- ¡¥Knock the Door¡¦¡B¡¥Open the Door¡¦ and ¡¥Enter the Door¡¦, the researcher tracked and reflected on the teaching design¡Bcurriculum implementation and revision was all explained in the process of research. In addition, via all the qualitative data collection (observational records¡Breflective journals¡Bpupils¡¦ scrapbooks¡B pupils¡¦ mood-diary¡B parents/pupils investigated questionnaires and etc.) to interpret¡Banalyze¡Bconclude and summarize. And, the result of study is found as follows: A: The part of teaching design: 1.Curriculum design adopted the naturalistic process. (Glatthorn, 1987). According to build up high-quality experiences of talking, synchronously, to proceed the choices of goal¡Bactivity and material. 2.In accordance with the teaching of listen and talking, to carry out goal management and analysis in order to conform to the principles of curriculum¡¦s vertical organization. 3.In the initial stage, it could be started by imitation. It could be revised, gradually; it can be built up to personal style. 4.The curriculum of ¡¥Listen and Talking¡¦ for lower grade pupils can be designed as game activities, which can fit in with the pupils development of body and mind. B: The part of curriculum implementation: 1.Examine teachers¡¦ viewpoints: to establish a new relationship (as teacher and also as a friend). The efficiency of teaching at random is greater than the existing plan. Had students to try making mistakes, then, to propose the possible solution. Five kinds of teaching concepts, such as interactive question-and-answer drill¡Blittle stimulation¡Bgreat motivation and etc., was the way to promote the teaching efficiency of ¡¥Listen and Talking¡¦. 2.Convey pupils¡¦ viewpoints: the learning of initiative¡Bthe function of game-teaching, the promotion of cooperative learning¡Bthe production of scaffolding¡Bthe display of multiple intelligences are all additional learning of the curriculum of ¡¥Listen and Talking¡¦ C: The part of the efficiency and restriction: 1.Implementing innovative curriculum of ¡¥Talking Carnival¡¦, the ones that can really build and construct pupils¡¦ concentration¡Bmemory¡Bimitation¡Blasting¡Bsensitivity¡Bcomprehension. 2.Implementing innovative curriculum of ¡¥Talking Carnival¡¦ can really improve pupils¡¦ speak ability and promote fluent speaking and steady demeanor. 3.Because of the restriction of curriculum materials and activity design, there is limited space of the development in the area of ¡¥speaking response and the power of expression¡¦. Besides, the full text adopted the narration and based on 208 talking groups¡¦ establishment as a main body, to link from ¡¥initial¡¦¡B¡¥conversation¡¦¡B¡¥appearance¡¦¡B ¡¥performance¡¦ ¡B¡¥seminar¡¦ and ¡¥spread¡¦. Due to this innovative way of writing, with any luck, it can offer a new life for this study. Key Words: Speaking Teaching, Listening Teaching, Curriculum Implementation, Action Research.

The purpose of the research aims to integrate Big6 skills into critical thinking instruction for elementary school sixth grade social studies, cultivate the students the basic capability of information literacy, lead the students an usage the Big6 skills step to integrate the critical thinking meaning of the Ennis as the teaching mode, promote the student to learn the theme learning research in the social studies. The main teaching mode includes four stages: (1)the valuation stage;(2)the investigation stage;(3)the development new look stage;(4)the integration stage. The researcher of this research teach in grade six of primary school, with class student for research object, the data collection pays emphasis to qualitative and quantification analysis , the quantification analysis with Chiu-Ching Chen method which draws up of the critical thinking capability test, researcher learns the theme questionnaire, basic information literacy questionnaire, the qualitative data collection includes the social work sheets, topic research achievement report, student learning portfolio, carrying the teaching diaries, the classroom observation record, consulting with students, parent feedback opinion and teacher¡¦s own inspection and feeling. The results of the data collection and the analysis are as follows: 1. Big6 skills integrate the social studies critical thinking teaching to carry on a two-stage theme learning action research through giving something back to,examining oneself and revising the teaching process, can be used as the basis of the teaching project implementation. 2. Big6 skills integrate the social studies critical thinking teaching project, which is not able to promote the student's critical thinking cognition and skills immediately and effectively, for critical thinking disposition is obviously helpful. 3. The students who have experienced the Big6 skills integrated the social studies critical thinking teaching, emerge from self-directed learning to active learning capability. 4. Parent and teachers and students study the theme and life of the social studies as well as the relevant linking of the teaching project, apply the information science and technology and the group cooperate learning, all embrace encouraging and forward-direction of the viewpoint, affirm the student's performance. Researcher's comprehensive implementation comes to a conclusion that the action research of integrating Big6 skills into critical thinking instruction for elementary school social studies, willing to have the following suggestions to the researcher in the future: The suggestions are: 1. Expanding the Big6 skills implementation information integrates each subject teaching. 2. The social studies teacher should value the critical thinking teaching, carry on a related research of topic. 3. Encouraging teachers and students to participate into the action research together, constructing networking learning mode. 4. Learning to use the qualitative analysis method flexibly. 5. Networking action teaching strategy. 6. Improveing techniques and ways in monthly examination, setting-up social studies item pull.

This report describes an action research instruction that was designed to determine the effect of using thematic classical music in the music appreciation class of 5th Graders. Through the assistance of Information Technology and the performance of musical drama¡Athe researcher tried to breakthrough the traditions and innovate a action project of music instruction. This research aims to construct an instructional material and teaching mode integrated information technology of thematic classical music appreciation instruction in elementary school. It was also to appraise the effect on learning motivation and classical music appreciation competence. The subjects consisted of two classes 5th grader students selected from the researcher¡¦s elementary school. The classical music appreciation instruction program included three pieces of classical music for appreciation and musical drama. At the research period of eight weeks, the data will collected through teacher observation records, research journals, interviews, pictures, digital video, pre-questionnaire, thematic worksheets, and questionnaire of learning effect. The results indicated¡]1¡^In affective aspect, students¡¦ learning motivations ,fondness for classical music, and classical music appreciation competence can be improved in the thematic classical music appreciation instruction.¡]2¡^In skill aspect, there is a better linkage between the stage property, action designed by students and the characteristics of classical music. Also in the musical drama, students perform how they feel about music.¡]3¡^In cognition aspect, it is an significant improvement on students¡¦ recognizable competence of quick-slow rhythm and musical instruments tone, but not including oboe and clarinet. Due to the time is limited, recognizable competence of pitch changing is not completed.¡]4¡^In teacher¡¦s professional competence aspect, the researcher has progress on information technology applications, curriculum design, critical reflection, ¡® music instruction. In conclusion, thematic classical music appreciation instruction mode can be easily implemented for teachers.

Abstract This report describes an action research project that was designed to determine the effect of using the moot court of class and relative teaching activities in the elementary school, especially on students¡¦ law-related knowledge and other relevant influences. By founding the moot court of class, the purpose of the research was to give students law-related knowledge and establish classroom rules through the arbitration and public justice of the third-party advisor. In the process of participating public affairs, students learned to know the difference between right and wrong, developed the moral qualities full of respect and forgiveness, and then promoted students¡¦ ability on critical thinking and self-reflection at the same time. The model increased the function of self-governing activities in the class, reduced the amount of time and frequencies for the teacher to deal with students¡¦ arguments, and finally achieved the aim to help students follow rules, promote students¡¦ learning results and the teacher¡¦s teaching effect. Through the strategies used to help students correct their own interpersonal interaction styles, students could be accepted by the whole group and became one important group member. The model fulfilled the three education goals¡Xteaching, integrating into lives, advising and correction. According to data analysis and observation, the major findings of this research were as follows. 1. The events and causes of students¡¦ arguments did not change a lot with time and places. 2. Students liked to participate activities in the moot court of class. The atmosphere was serious but warm. 3. Procrastination changed the way how students faced conflicts and reduced the interruption on the teacher¡¦s teaching process. 4. The function of the moot court of class was to solve conflicts, and then counseling strategies were use to lead the thought and improve behavior. 5. The model had positive effect on students¡¦ self-reflection and critical thinking. 6. Under the suitable model, classroom rules didn¡¦t have to be made right after the school year began. 7. The third-party advisor was helpful to complete communication, and made the arbitration to good effect. 8. The arbitration in a group had positive influence on students¡¦ self- discipline. According to the research results, the suggestions for educators were as follows. 1. Give students opportunities of expressing themselves in writings to balance the function of oral communication. 2. Use Homeroom Teacher¡¦s Time well to put law education into practice in daily life. 3. Make the disciplinary policy in cooperation between the teacher and students. Notice the power of the teacher to avoid indulgence. 4. Keep teaching records, and adjust according to students¡¦ needs. 5. Make reference to law-related websites to combine life with learning. 6. Use counseling strategies properly to help students perceive knowledge and carry it out in daily life. 7. Communicate the ideas of class management with students¡¦ parents to avoid any misunderstandings.

This thesis is based on an action research of ¡§2006 Performing Arts Marketing Platform¡¨ in Taichung City. Combining theories with practical work to analyze the performing arts marketing channels of Taichung, the researcher tried to improve the administration skills and to exam the possibilities of accomplish the project. Within nearly 10 months of project execution, the researcher served as the project manager and helped 20 performing groups to promote their productions in Taichung City. The data were collected by using shorthand notes, self-examination, responses from performing groups, evaluation forms, interviews, working journals, proceedings of meetings, etc. The results showed that the Performing Arts Marketing Platform of Taichung City was truly practicable. It not only increased the box office of performing companies, but also received positive responses from National Culture and Art Foundation and the performing companies. The researcher comprehended how the platform operated, and what are the effective marketing channels to promote performing arts in Taichung through the work. Two suggestions were raised from this study: It is important to take care every detail and use creative mind to develop a marketing strategy. In order to maximize marketing effect, the executor should fix the strategy according to the environment changes, and adopt governmental resources efficiently. Furthermore, the government should support the project continually, extend the outcomes and minimize the ¡§gap¡¨ between two projects. We should all face the difficult positions of arts administrators and diminish the insufficient manpower. Frankly, the spirit of this project is to create a platform for people to share their resources.

The purpose of education is to help students to prepare for solving problems. The traditional teaching methods, however, let teachers ignore this part and make students learn by rote without applying the knowledge in lives. Problem-Based Learning (PBL) is different from the traditional teaching method. The course is centered on the students who decide what to learn themselves. By using group discussions, it initiates students¡¦ motivations to seek for knowledge actively, and improves their learning efficiency. This study was focused on the ¡§Family and Human Relations: Guided Reading of Classic Plays¡¨ provided by the Center for General Education of National Sun Yat-sen University in the second semester of 2008 academic year. It uses the students who took this class as examples to investigate which curriculum action is the most effective way to initiate their learning spirits, and what are the benefits for them in the PBL teaching method. The study will also raise some suggestions to improve the curriculum. In order to accomplish these purposes, the researcher applied the action research in this study and served as a teaching assistant to help the course design as well as to observe the students¡¦ behaviors. The study also adopted questionnaire survey, focus group interview, and students¡¦ learning portfolio to collect data. The research found: 1. the students in Taiwan consider that PBL can improve their self-learning sprits and promote multi-thinking characteristics; 2. the best way to utilize PBL teaching method and increase students¡¦ learning motivations is ¡§collecting and reading extracurricular materials,¡¨ and the most efficient ways to achieve this curriculum goals are ¡§problem discussion,¡¨ ¡§role playing,¡¨ ¡§characters¡¦ defense,¡¨ and ¡§extracurricular reading¡¨; 3. ¡§Family and Human Relations: Guided Reading of Classic Plays¡¨ is suitable for different genders and colleges¡¦ students together to form a diversified environment, which can promote the students¡¦ learning effectiveness and encourage their social abilities; 4. this curriculum can cultivate students¡¦ abilities of multi¡Vthinking, interpersonal intelligence, and solving problems. This course conforms to the principles of Taiwan¡¦s general education that emphasize to foster students¡¦ core competencies, and to breed their humanistic spirits and holistic care personalities.