The Praise under Morning Sun—a Case Study on Attitude toward Life and Classroom Management of Fu-Chi Teaching Staff from Primary Schools

• Main Author: 黃美華
• Other Authors: 丘愛鈴博士
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/13977618651900628120

碩士 === 高雄師範大學 === 教育學系 === 98 === This study aims to investigate that after entering Fu-Chi’s group learning atmosphere, how Fu-Chi teaching staff from primary schools has seen their attitude toward life changed, and how they have employed the concept of Fu-Chi life education into their classroom management. Furthermore, we also like to examine how the change of attitude toward life in case teacher actually influences her classroom management and in what area some improvement can be made. In order to reach the above-mentioned goals, we adopt the approach of case study, taking 60 students from Ms. Chi-Ai’s Class 603 from Kaohsiung Municipal Shi-Shan Primary School as the subjects of our research. We mainly aim our interviews at levels of life autonomy and responsibility, the pursue of ideal, the sense of existence, love and care, and attitude toward death of the case teacher; besides, we also conduct interviews, classroom observations, and collection and analysis of other documents on the domains of the case teacher’s realizing life education in classroom management, curricula teaching-learning activities, interpersonal relationships, and learning situations. According to the study, we induce the following conclusions: 1. The life education concepts of Fu-Chi change the case teacher’s attitude toward life. (1) The idea of “boundless life, consequent principles” can trigger off the meditation of the meaning of life, so that the value of life existence can be regained. (2) The application of “appreciating others’ favors, thinking of others” can transfer our state of mind to vigorously practice love, care, and gratitude in our daily life. (3) When confronting with difficulties, the case teacher adopts the mindset of an “often-defeated general,” seeking Buddhist consolation, praying for enlightenment from the Buddha, and never giving up. 2. The life education concepts of Fu-Chi can be applied to classroom management planning. (1) Using “appreciating others’ favors, doing virtuous deeds” as one of the classroom management strategies, the case teacher constructs a life education focusing on soul promotion. (2) Studying classics and ethical relations education are the second strategy of classroom management, serving as the norm of students’ daily routines. (3) The third strategy of classroom management is “healthy eating and organic environmental protection,” which is an actual realization of cherishing the earth. 3. The change of the case teacher’s attitude toward life has influence on parents-teacher-student relationships. (1) The case teacher solves teacher-student conflicts by practicing the concept of Fu-Chi life education of “boundless life, eternal waiting.” (2) Fu-Chi teaching staff experiences “consequent principles” and seeks the support from Fu-Chi Teaching Union, offering succeeding care to transferred students. (3) The case teacher solves parents-teacher conflicts by practicing the concept of Fu-Chi life education of “appreciating others’ favors, thinking of others.” (4) The case teacher cultivates a classroom atmosphere of appreciating others’ favors, tolerating with empathy, and pleasantly warmth. 4. There is still room for improvement of the case teacher’s carrying out classroom management under the banner of Fu-Chi life education. (1) The case teacher still doesn’t reach an in-depth interpretation of the concepts of Fu-Chi life education, nor can she internalize them to become her own attitude toward life. (2) The case teacher should have tight control over time management, assume multi-role tasks, and incorporate the concept of Fu-Chi life education into classroom management. (3) The case teacher should strengthen her parents-teacher communication skills by way of multiple approaches of reading, discussions, and parental interactive communication. Finally, in accordance with the above-mentioned conclusions, we submit some concrete suggestions, which can be used as a reference to life education promotion in classroom contexts and further research.