A Study of Life Education Curriculum Practice Based on Problem Solving Approach

• Main Authors: hwang hwang meng, 黃晃盟
• Other Authors: 陳錫琦
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/89558579028756642698

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 94 === Abstract This study uses action research as research method to deal with the life education as problem solving inclination, which integrates the course into the actualization progress of natural science course of the 6th grade of elementary school. First, development of the teaching project of integrating the life education course into the natural science course of the 6th grade of elementary school is discussed. Integrated life education course is designed from five big aspects to upgrade students’ recognition to problems. The main method of teaching is Problem-solving and various methods are integrated to enhance teaching efficiency. Dealing with life education in the progress of teaching, extended learning coming into effect from the original unit and students’ observation of integrating recognition and action are all focused. Second, the implementation progress of the teaching project of life education is analyzed. Cultivating the attitude and habit of thinking is the basis of learning problem solving for students. In addition to dealing with knowledge, the teaching of problem solving is also the progress of studying life education. During problem solving, teachers should play the role of being a helper and guider, which is of great importance to the cultivation of life attitude for students. Third, during implementation progress, the forming progress of students’ life recognition and life actualization is treated. During the progress of problem solving, students with different learning achievements have different aspects of transformation. Students solve problems on their own, transfer recognition into action, and transfer action into recognition, which is to complement each other. Students’ life recognition and life actualization are continuously increasing during continuous problem solving. Forth, the dilemma and growth for teachers during actualization progress are studied. Colleagues obtain feeling of achievement during discussion progress and unite the power of problem solving and engaging in life education. Action progress makes teachers learn how to solve problems and also learn life education and cultivate the life attitude for teachers. Action progress is the beginning of increasing capabilities for teachers. Finally, based on the result of this study, it is hoped to propose related suggestions to school teachers, life education workers and future researchers. Key words: problem solving, life recognition, life actualization, and course actualization.