同儕關係中被拒絕兒童之行為及其教學輔導策略研究

• Main Authors: Chen, Meng-Cheng, 陳孟檉
• Other Authors: 湯維玲
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/24877985710806346291

碩士 === 國立屏東教育大學 === 教育學系碩士班 === 95 === This research is focused on understanding the behaviors of a sixth grader who was rejected by his peers and discussing the factors which affect his behaviors. Moreover, this project is designed to solve the problem of the rejected child through curriculum design and strategies of teaching and counseling. In order to achieve such goals mentioned, ‘Action research’ is carried out in this research and one of my students, Wei-wei, was chosen as my research subject. The research contains a series of circular steps: first, the teaching plans were devised in the real teaching scene; second, ‘peer relationship’ was merged with the real teaching context; third, by observation and interview, the research questions were diagnosed and analyzed; also, the action plans were evaluated. Finally, the research questions were revised and the plans were fixed with reflection. By means of participant observation, the first phase of pilot study was started on the 20th of February 2006 and was terminated on the 15th of June 2006. The recording methods mainly included the researcher’s teaching journals and the classroom observation forms etc. After data analysis, the major finding was revealed as follows: 1. The behaviors of the rejected child in sixth grade (1)The external behaviors: Wei-wei often uses inimical oral offense. (2)The social skills: Wei-wei lacks of adequate social skills. (3)His way to ascribe the peers’ behaviors: Wei-wei’s attitude towards peers’ behaviors tends to be hostile. (4)The academic performance: This is not the key reason to affect Wei-wei’s peer relationship. 2. The factors which affect the behaviors of the rejected child (1)The family members: They all have influence on Wei-wei. (2)The student himself: The subject himself lacks of social skills. (3)The school: The way of how the teacher educates Wei-wei has great impact on him. 3. The students have learned how to reject others appropriately and to reconcile conflicts through ‘Boundless communication’ teaching strategy. 4. The students can perceive their own anger and find out a suitable way to release anger. Besides, they have learned to express the message of ‘I’ to communicate effectively through ‘Attention, Mr. Anger!’ teaching strategy. 5. The researcher has become close friends with Wei-wei through ‘listening and concentrating’ counseling strategy. 6. Wei-wei is able to show more consideration to others through ‘sympathy’ counseling strategy. 7. Wei-wei has shown less hostility in his oral language through ‘modeling learning’ counseling strategy. 8. Wei-wei is able to atone for his own mistakes through ‘guidance’ counseling strategy. According to the study findings, the following implications were proposed. 1. To the elementary school teachers (1)The teachers should participate in more counseling workshops. (2)The teachers should listen to the children actively and attentively. 2. To Wei-wei’s family (1)Wei-wei’s father should improve his way to ascribe others’ behaviors. (2)Wei-wei’s mother should enhance her ability of tempers management. (3) Wei-wei’s sister should improve her offensive oral language towards others. 3. To the peers (1)While interacting with the peers, the students should express the message of ‘I’ in order to communicate effectively. (2) The students should try to reconcile conflicts with sympathy. 4. For the further research (1)The number of research subjects should be increased to make the research more deductive. (2) The strategies of counseling actions should be applied more to have better understanding of research subjects and to increase the reliability.