Emotion Education for High Grade Puipls－Influence of the Curriculum on Children's Self-Concept.

• Main Authors: Chin,Nai-yi, 金乃儀
• Other Authors: Liou,Chun-Rong
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/58247878388310746196

碩士 === 臺北市立教育大學 === 課程與教學研究所 === 95 === The study aims to investigate the effects of emotional-education on high-grade primary students’ self-concept by designing and implementing emotional-education curriculum in the primary school. It is hoped that some pedagogical implications could be drawn out to give future suggestions of conducting emotional education and consultation. The subjects of the present study are fifty-five fifth-grade students in one elementary school in Taipei City, with twenty-eight participants in the experimental group and twenty-seven participants in the control group. In order to take the current environment and objective condition into consideration, different from traditional experimental design of randomly assigning group members, the participants of the experimental group with emotional-education curriculum were all voluntary. Meanwhile, one variable—the characteristics of homeroom teachers of the two groups—was purposely controlled, including gender, length of teaching time, educational background, teaching cooperation, length of during-teaching and non-teaching interactive time, personality, and so on. In other words, the homeroom teachers of the two groups were in the same grade and had similar characteristics. The participants in the experimental group attended the sixteen-period emotional- education curricula in the integrating-activity time, lasting for eight weeks. On the contrary, the participants in the control group received the regular curriculum in the integrating-activity time, without any extra experimental curriculum. The instruments of the present study are as the following: Wu,Yu-yi and Ho,Ya-ling’s The Table of Children’s Self-Concept ,emotional-education curriculum, and two questionnaires of investigating students’ and teachers’ feedback. A t-test was conducted to analyze the results of the table. The results of the research are as the following: I. There is a positive effect of emotional-education curricula on the fifth-grade primary students’ self-concept. The general self-concept and school self-concept of the participants in the experimental group are much better than those in the control group. However, there is no significant difference among family self-concept, appearance self-concept, body self-concept, and emotional self-concept in the two groups. II. There is a positive impact of emotional-education curricula on the consultation of improving the fifth-grade primary students’ self conceptions. According to the students’ and teachers’ feedback, the experimental curriculum has a progressive effect on the children. At last, according to the findings of the present study, some suggestions are made for schools, teachers, homeroom teachers, consultative teachers, and future research.