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Further Study on Implementing Thematic Teaching in Preschool: A Needs Analysis Research

机译：幼儿园实施专题教学的进一步研究：需求分析研究

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Thematic teaching has been introduced through the Malaysian Preschool Education Curriculum Guidelines ( KPM, 1993) since 1993. This research is a preliminary review aimed at looking at the need to conduct further studies on the implementation of thematic teaching and to determine the focus of the research. This research explores the current understanding and practice of eight teachers from eight preschools in Selangor and Negeri Sembilan in implementing thematic teaching. Data collected for this research was based on document analysis, observations, and interviews. Findings of the research show that there were various levels of understanding and methods employed in implementing thematic teaching in the selected preschools. Teachers’ understanding is divided into several categories: 1 ) understanding thematic teaching as curriculum; 2 ) understanding thematic teaching as an approach; 3) the minimum understanding of thematic teaching; and 4 ) no understanding of thematic teaching at all. In terms of planning, only two of the teachers integrated thematic teaching in their annual, weekly, and daily lesson plans. The findings on the implementation of thematic teaching also show that teachers: 1 ) used thematic teaching as the basis of the curriculum; 2 ) applied thematic teaching as one of the teaching approaches; 3 ) used thematic teaching based on the requirements of the teaching and learning; and 4 ) had not used thematic teaching. This finding supports the need for further research on thematic teaching. A detailed research on the implementation of more practical and friendly thematic teaching for teachers that also fulfills the principles of implementation of such teaching and the overall developmental needs of children should be undertaken.
机译：自1993年以来，《马来西亚学前教育课程指南》（KPM，1993）引入了主题教学。这项研究是一项初步综述，旨在研究是否需要对实施主题教学进行进一步研究并确定研究重点。这项研究探索了来自雪兰莪州和森美兰州八所幼儿园的八名教师在实施主题教学方面的当前理解和实践。为这项研究收集的数据基于文档分析，观察和采访。研究结果表明，在选定的学前班中，实施主题教学的理解和方法水平各不相同。教师的理解分为以下几类：1）将主题教学理解为课程; 2）理解主题教学法; 3）对主题教学的最低要求; 4）完全不了解主题教学。在计划方面，只有两名教师在他们的年度，每周和每日课程计划中整合了主题教学。关于专题教学实施的调查结果还表明，教师：1）以专题教学为课程基础; 2）将专题教学作为教学手段之一; 3）根据教学需要进行专题教学;和4）没有使用主题教学。这一发现支持对主题教学进行进一步研究的需要。应该对教师实施更实用，更友好的主题教学进行详细研究，该教学还应符合这种教学的实施原则以及儿童的整体发展需求。

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