This research subjected to the Action Research of Self-efficacy curriculum was executed by a grade-4 teacher in the “Autonomy Behavior Class” *1 of the “Modeling Elementary School”*1.

• Main Authors: Yu -sui, 蔡育穗
• Other Authors: none
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/12482994034097886088

碩士 === 國立中正大學 === 教育研究所 === 95 === This research subjected to the Action Research of Self-efficacy curriculum was executed by a grade-4 teacher in the “Autonomy Behavior Class” *1 of the “Modeling Elementary School”*1. The purpose of this research is to promote students’ Self-efficacy and establish the positive Self-concept via the action research of curriculum development. The research subjects are as follows: 1. Exploring the circumstance analysis of the Self-efficacy curriculum and introspecting 2. Exploring the searching cooperative partner process for the self-efficacy curriculum development and introspecting 3. Exploring the action plan of the self-efficacy curriculum and introspecting 4. Exploring the execution of the action plan of the self-efficacy curriculum and introspecting 5. Exploring the evaluation of the self-efficacy curriculum development within class level and introspecting According to the main discovery of these researches, the following conclusions are made: 1. All of the school resources, the characters of students, the class culture, the guardian matches and the background of researcher were taken into consideration of this circumstance analysis. And a pre-test was made and recorded as a basis to compare the advantages and disadvantages when developing the Self-efficacy Curriculum. 2. The cooperative partners of this research are consisted of 32 students from “Autonomy Behavior Class”, and then separated into two groups, “Promoting Self-efficacy Group” and “Promoting Study-efficacy Group”, to observe and evaluate the main performance and difference after executing self-efficacy curriculum. 3. The principle of Self-efficacy curriculum development is to increasing students’ capability to solve problems, to promote the self-efficacy and to establish the positive self-concept. And the subjects of curriculum include the symbolic-model learning, study program making and executing and housekeeping learning. 4. The self-efficacy curriculum implement starts from the symbolic-model learning, then makes and executes the study program. The housekeeping learning is also implemented simultaneously. That will promote the self-efficacy, and also the positive self-concept will be finally established. Researcher’s findings: a. Students’ attitudes and spirits learning from the symbolic-model match the conclusions of literature. b. Executing study program and learning housekeeping could promote the students’ sense of self-efficacy, and help to establish the positive self-concept. c. The execution of study program is an index of student committing himself. d. The self-efficacy curriculum can conduct the autonomy behavior of students 5. This research was evaluated from the data resources of students, guardian and teacher. Most of students approved the effectiveness of the self-efficacy curriculum. The guardian positively concurred in the execution of the study program and the housekeeping learning. The teacher also observed the promotion of students’ self-efficacy and the increase of autonomy behaviors However, this curriculum could be improved as follows: a. Well controlling the implementation time of the curriculum b. Using multimedia application for teaching to increase the learning efficiency. c. Providing feedback from students and opportunities for experience exchanges in order to increase the effect of modeling learning. Note: *1: both of “Autonomy Behavior Class” and “Modeling Elementary School” are fictitious to identify the research targets.