| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 95 === This main purpose of study is through the rewrite of the social true cases to show eight cases related with steal, drag racing, taking drugs, commit suicide topics and to strengthen the life value idea of high grade’s pupils of primary school in moral cognition by means of comprehensive learning course. The main functions of the study are among the teaching course of case method, make students a preventive inoculation sturdily from case instruction method such that they can produce correct learning in facing future puzzled situation and find out the substituting-typed learning in future complicated and changeable society from their experience courses.
The cases in this study are searched through newspapers, magazines, and network. The appropriate topics which are suitable for students are rewritten according to the principles, “case crux”, “question appraisal”, “action scheme”, and “principle generalization”, and developed eight cases to be favorable for student discussion and thinking, such as “Good-by thief, I don’t steal the money any more-steal topic”, “Drag racing with play life, no longer youth-drag racing topic”, “If life can come again-taking drug topic”, “The way of life, how does it go-commit suicide topic”, “I didn’t steal the money-steal topic”, “Racing to show off daring, the biter is sometimes bit-drag racing topic”, “Lost to go back to-taking drug topic”, and “Breathing is happiness-regarding the suicide issues”. In this study, topic discussion and teaching guide are also designed in the cases. Two coordinated researcher participated in observing, discussing together in the teaching course. Finally, the results are put in order, analyzed, thought and revised by the researcher, and the solving tactics in problems are sought together.
For the study design, a class is regarded as the base in the teaching course, but focus is put on the eight students who have deviation idea in moral cognition. Study tools include the teaching think of teacher, student classroom expression, learning feedback sheet, eight students’ reflections, and the feedback sheet of group activities after eight case teaching projects. By using these tools, research data are collected to analyze in this study. This research conclusion can be summarized as follows:
1. After the implementation of “the case teaching activities”, students got growth of individual and group.
2. After the implementation of “the case teaching activities”, students can undergo the connotation of life value from the teaching activities.
3. After the implementation of “the case teaching activities”, students have more progress on the cognition of life value and behavior.
4. Through the case teaching activity, it can be regarded as a teaching material to strengthen moral cognition and life value idea appropriately.
According to study results, the researcher proposed some discussions and suggestions which can be regarded as the references of the relevant researches and the case teaching activities in the future.
|
|---|
