| Summary: | 碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 97 === The purpose of this research is to discuss an improvement of early children’s self-esteem in “self-recognition”, “interpersonal skill”, and “emotion adjustment” by using an Experience-sharing Life Education teaching model. It also discusses that the researcher’s inner development and introspections during this research, and exams difficulties and solutions of implementing this teaching model in the kindergarten as well. With the method of Action Research, twenty-seven students of one public kindergarten in Taipei were chose as an object of study, taking Experience-sharing Life Education of self-esteem curriculum for eight weeks. The researcher used primarily qualitative, with some quantitative methods, to analyze and sort the qualitative information of teaching observations, conversations, introspections, and curriculum activity papers. Self-esteem survey forms were delivered to students before and after implementing this teaching model.
Here are some conclusions:
1. After implementing Experience-sharing Life Education, the research found out that results on both qualitative and quantitative methods indicated a great improvement on early children’s self-esteem in “self-recognition”, “interpersonal skill”, and “emotion adjustment”.
2. The researcher has learned on inner development and introspections during this action experience including:
1) extensively understanding of Experience-sharing Life Education teaching model; 2) improving on teaching skills; 3) self-developing during the action research; 4) know-how on conversations and questioning between the teacher and students; 5) the importance to realize differences between each individual child; 6) control of the entire activity and its appropriateness; 7) positive interactions between the teacher and students; 8) the necessity of teacher-parents cooperation; 9) avoiding confusion between teachers’ conversations; and 10) improving on self-confidence.
3. There are some difficulties and solutions of implementing Experience-sharing Life Education teaching model in the kindergarten :
1) Because of the limitation in the kindergartener’s ability and development, the researcher had to thoroughly exam if the curriculum is comprehensive and diversified in order to meet each child’s needs on self-esteem development.
2) There are only few resources and teaching materials on Experience-sharing Life Education curriculum. The author looks forward to seeing more in-depth studies and comprehensive teaching materials from other education researchers.
Summarize and conclude the report and suggest some teaching directions for further researches.
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