The purpose of this study is to reveal the insights that teachers has
learned through developing preschooler's classroom into field-trip-oriented
ones with role play areas. The data of this study was collected from
participatory observation and in-depth interviews, which included videos,
photos, teachers’ journal, descriptive questionnaire, and interview records.
The whole process of organizing role-play oriented class was composed
of four steps: activities before the trip, activities on-the-spot, activities
after the trip ,and its evaluation. Firstly, activities before the trip were
making the lists of questions, deciding children who ask the questions,
making rules on the trip, understanding the purpose of the trip. Secondly,
on-the-spot activities included having a tour of the place and asking the
questions. Thirdly, activities after the trip was constructing the classroom
into small real world with various sections. This required the teachers to
reflect the field trips, make plans how to construct, prepare for the data,
and furnish the classroom with role-play areas.
In the process of furnishing the classroom with small real world, the field
trips played a big role as the learning opportunities for language
development, and keeping public rules.