The Effect of Role-Playing Moral Teaching on the Moral Judgment, Moral Act and Intra-Personal Intelligence of Elementary School Students

• Main Authors: Ya-Hui, Hsu, 許雅惠
• Other Authors: Shu-Yeng, Wong
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/10392525835983330730

碩士 === 大葉大學 === 教育專業發展研究所 === 95 === The purposes of this study were to judge if the role-play teaching approach can in-crease the moral behavior ,moral judgment ability and Intra-personal Intelligence for elementary school students, and to investigate the effects of role-play in reaching the cognitive goal and affective goal of moral education. A quasi-experiment was conducted in this study. The subjects were fifth graders. There are 216 convenient samples selected in this study. One hundred and eight students were in each the experimental and control group. Only the experimental group has gone through 10 teaching periods with a total of four hundred minutes of role-play teaching. The control group did not have the similar role-play teaching class. The measure instruments in this study include 1) Social Issue questionnaire, 2) Moral Behaviors judgment Scale, 3) Intra-personal Intelligence Scale, 4) Morality awareness judgment Scale, and 5) Morality sentiment judgment Scale. The statistical analysis results indicate that the role-play teaching approach iwas capable of improving the morality judgment ability , Intra-personal Intelligence and moral behav-ior for elementary school students. There was no gender differences found in the moral-ity judgment , moral behavior and Intra-personal Intelligence. There was a positive cor-relation between Intra-personal Intelligence and moral behavior. Intra-personal Intelli-gence and moral behavior have positive correlation while role-playing ethical experi-ment teaching makes the moral judgment and the ethical behavior generate positive correlation.. During interviewing, the students in experimental group all express posi-tive responses to the role-play teaching approach in moral education.