The Study on the Implementation Process of Shared-experience Life Education Curriculum and Its Effect on Peer Interactions of Preschoolers

• Main Authors: YANG SHU HUI, 楊淑惠
• Other Authors: 黃雅文
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/55052373511551802683

碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 97 === The Study on the Implementation Process of Shared-experience Life Education Curriculum and Its Effect on Peer Interactions of Preschoolers Abstract This research adopts action research method, and its purpose is to probe into the effects of shared-experience life education curriculum on interactions among peers. Further, it aims to understand the implementations of researchers’ self-compiled shared-experience life education curriculum in kindergarten classes. The research subjects are 18 preschoolers between 4-5 years of age in a kindergarten of mixed aged students affiliated with a public elementary school. Among them, 10 are “senior class” preschoolers and 8 are “middle class” preschoolers. Together, they take the shared-experience life education for a period of 8 weeks. The researcher engages in data collection, analysis, and categorization through observation records, teaching records, reflective journals, assistant teachers’ feedbacks, interview records, parents’ feedback forms, worksheets, preschoolers’ activity photos, and preschoolers’ learning assessments. Qualitative analysis is generally adopted, and is complemented by quantitative analysis to draw conclusions and propose suggestions. The conclusions drawn are as follows: I. The implementation of the shared-experience life education curriculum in class shows positive effects toward preschoolers’ peer interactions. II. Implementation conditions of shared-experience life education designed by the researcher in kindergarten classes and teachers’ reflections and growths after teaching 1. The “Shared-experience Life Education Instruction Model” is ideal for life education teaching in kindergartens. 2. The addition of “rational communication and thinking” in scenario-based problems help preschoolers understand the problems, think, and communicate. 3. The researcher finds that after the shared-experience life education curriculum is implemented, the deferred effect of the implementation is relatively weaker. The teacher should encourage the preschoolers to take positive actions in implementing it, and share the implementation conditions and lessons learnt, in order for positive peer interactions among toddlers to continue. 4. Through discussion among the advisors, self-created activity designs, experts’ opinions, and the process of teaching execution and correction, the researchers’ curriculum activity design ability is enhanced. 5. After implementing the shared-experience life education curriculum, the teaching process benefits teacher and student alike. The teachers begin reflecting on the importance of consolidating interpersonal relationships. III. Problems encountered by the teachers during the shared-experience life education curriculum process, and solutions to these problems. Based on the conclusions drawn in this paper, relevant suggestions are proposed for teachers, education departments, and future researches. Keywords: shared experience, life education, preschooler, peer interaction