{"id":3523,"date":"2015-06-02T14:01:58","date_gmt":"2015-06-02T06:01:58","guid":{"rendered":"http:\/\/www.appliedpsyj.org\/journal\/?p=3523"},"modified":"2015-06-02T14:02:26","modified_gmt":"2015-06-02T06:02:26","slug":"the-action-research-of-the-development-of-the-integrated-teaching-model-combining-rogers-humanistic-theory-with-constructivism","status":"publish","type":"post","link":"https:\/\/www.appliedpsyj.org.tw\/journal\/?p=3523","title":{"rendered":"The Action Research of the Development of the Integrated Teaching Model Combining Rogers\u2019 Humanistic Theory with Constructivism"},"content":{"rendered":"

Thief-Tzuen Pan<\/strong>
\nShei-wei elementary school\u00a0Nan-tou county, Taiwan<\/p>\n

The main purposes of this study were:(1) to develop a mathematical teaching model that can fit the characteristic of the class taught by myself on the basis of the previously constructed integrated teaching model combining Rogers\u2019 humanistic theory with constructivism; (2) to reflect and criticize the practicability of Rogers\u2019 humanistic theory and constructivism on mathematical instruction.
\nTo achieve the two purposes, the method of action research was adopted. During the process of teaching\/researching, some activities were alternative, including examining the theory, practicing, reflecting and criticizing, adjusting the practice and reorganizing the theory. The integrated teaching model(2) was gradually constructed, and both the practicable strategies and the nature of Rogers\u2019 humanistic theory and constructivism on mathematical instruction were comprehended more and more deeply. Firstly, to the constructed teaching model(2), some concrete and practicable strategies were proposed for those dimensions as follows, including \u2019the problems used to teach\u2019, \u2019the procedure of teaching\u2019, the norms of teaching\u2019, and \u2018the attitude of interacting with\u00a0students\u2019. Generally speaking, the application of this model tends to transfer from\u2019 student-centered teaching\u2019 to \u2018teacher-centered teaching\u2019 on affective domain. But it still fits the spirits of \u2018student-centered teaching\u2019 on cognitive domain of mathematical instruction. Secondly, this research also suggested some viewpoints for the practicability of these two theories through critical reflection.<\/p>\n

Keywords: Rogers\u2019 humanistic theory, constructivist instruction, action research<\/p>\n","protected":false},"excerpt":{"rendered":"

Thief-Tzuen Pan Shei-wei elementary school\u00a0Nan-tou coun …<\/span> Read More →<\/span><\/a><\/span><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[97],"tags":[],"class_list":["post-3523","post","type-post","status-publish","format-standard","hentry","category-97"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t