生命教育圖畫書教學之行動研究-以幼稚園大班為例

• Main Author: 蘇黃美菊
• Other Authors: 黃迺毓
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/80084341781125796298

碩士 === 國立臺灣師範大學 === 人類發展與家庭研究所 === 92 === The purpose of this action research was to design classroom activities on Life Education by using picture books, mainly focused on self-concept and interpersonal relations, to carry out the activities in a kindergarten classroom, and to investigate its effect on kindergarteners’ interrelationship problem-solving ability. According to the review of previous literature, the study summarized some goals and contents of Life Education at the kindergarten level. The researcher selected 10 picture books to design 10 classroom activities, based on the content of improving self-concept and interpersonal relations, and to implement these activities in the researcher’s class. The process was observed and recorded for gathering data, and the researcher discussed, criticized, and corrected with a cooperative teacher and an interim teacher after school. The findings of this study included three areas as follows: 1. Concerning the design and implementation of Life Education teaching activities (1) Picture books are workable for developing the curriculum of Life Education for kindergarteners. (2) To design classroom activities, it is necessary to consider the children’s experiences, needs, and interests. (3) To implement classroom activities, it is important to lead discussion and sharing. (4) To process the curriculum, it is emphasized to integrate knowing and doing. 2. Concerning the effect of Life Education classroom activities, the researcher found that several aspects were improved on children: (1) Intrapersonal dimension: to know one’s strength, to be more self-assertive, to have more self-confidence. (2) Interpersonal dimension: to be more able to respect, care, and accept others. During the period of observation, children as well as researcher learn how to solve problems by oral conversation so that conflicts were reduced. 3. The concerns of the researcher A true Life Education is not preached, but reached and touched. Finally, conclusions were drawn based on the findings. Based on conclusions, recommendations were also presented in terms of related institutes, the teachers in practice, and future research studies.