An Action Research about Promoting Students’ Character through Picture Book Teaching----Take “Care” and “Respect” for Example

• Main Authors: HSU,YU-PEI, 許玉佩
• Other Authors: CHEN,HUI-FEN
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/35887742738941599904

碩士 === 國立臺中教育大學 === 教育學系 === 95 === Through picture book based character education, the goal is to probe the following issues:1) the learning results of promoting students’ main character- care and respect,2) students’ views about picture book based character education, 3) teacher’s react to the problems in the process of picture book teaching and 4) the feasibility of applying picture book based character education to the elementary students of third grade. Students of grade 3 class 2 in Zhen Ping elementary school are the main participants in this research, taking part in picture book teaching for thirteen weeks. Through quantitative survey, observations, interviews, document analysis and other ways for information collection, analysis and induction, some findings are as follows: Ⅰ. The practicality of picture book based character education is feasible. Ⅱ. Picture book based character education can promote students’ behavior in caring for each other 1. The students are more able to care about themselves. 2. The students care for people intimate or familiar to them. 3. The students care for people unfamiliar or distant to them. 4. The students care about animals, plants and environment. Ⅲ.Picture book based character education can promote students’ behavior in respecting for each other. 1. The students are more able to appreciate and believe themselves. 2. The students can tolerate and accept ideas different from them. 3. The students can compromise different opinions in polite way. 4. The students would try to show politeness to others. Ⅳ. Picture book based character education gains students’ support. Ⅴ.Problems need to be settled. 1. The lack of picture books. It can be solved through a variety of access to borrow books or through a suggestion for the school to construct a library in every class. 2. The difficulty to select appropriate picture books. Even some students read the same picture books before we could remind students to reread to gain different thoughts and to incorporate into learning activities. 3. The difficulty to observe the behavior of care and respect. (1) The abstract behavior is hard to observe. Researcher and practice teacher has to work attentively and analyze students’ behavior with other document. (2) The difficulty to observe unexpected events. Researcher, practice teacher and students have to spend more times to observe students’ behavior. (3) The lack of time. Researcher and practice teacher can observe students’ behavior cooperatively by the so-called complementary principles. Except for class time, the researcher can focus observation on after-class time. The practice teacher would observe students’ behavior mainly for class hours. Finally, based on the findings, some implications are suggested for picture book teaching, character education and follow-up studies as well. Key Words : picture book teaching, character education , elementary school, action research