An Empirical Study of the Reading Teaching Strategies on the Effect of Self-concept of the Middle Graders in Elementary Schools

• Main Authors: Hsing-Mei Yeh, 葉杏美
• Other Authors: Cheng-Chang Chen
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/82587816142617459739

碩士 === 國立屏東教育大學 === 教育學系 === 98 === The purpose of this research was to investigate the effect of self-concept on the fourth grader by the discussion after reading the picture books. This was an empirical study which had 30 subjects involved and sampled from three classes of the fourth-graders in Yang-ming Municipal Elementary School in Kaohsiung. These subjects were randomly assigned into an experimental group and a comparison group; the experimental group had a discussion after reading each pictures book; however, the comparison one only read picture books but without discussion accordingly. This study was implemented 50 minutes a time, a time a week and totally 10 weeks. The measurement tool was “The Self-concept Scales on The elementary Students” by Yuh-jih Wu & Ya-ling Hou. The post-test was implemented after a week later when overall course instruction ended to find out the effect differences between the experimental group and the comparison one. The data analysis methodology of the post-test were two types; one is quantitative analysis, including descriptive statistics and t-test to test the research hypothesis and the other was qualitative analysis from the worksheets, teaching notes and the feedback sheets of the overall course to comprehensively analyze the subjects’ reaction to the experimental course and instruction as an auxiliary explanation to evaluating teaching effectiveness, for the comprehensive display of the effect of the elementary school students’ self-concept from the discussion after reading picture books. Below were the experimental conclusion and suggestions: I. Conclusion A. Overall self-concept, interpersonal self-concept, individual self-concept, emotional self-concept and The family self-concept improved significantly; however, the school self-concept, appearance self-concept and body self-concept hadn’t improved significantly. B. Students were approved and fond of reading discussion instruction. II. Suggestions A. Suggestion to the educators a. Make the best use of picture books as one of the teaching materials. b. Build a warm, equal and no pressure circumstances. c. Seize and create every opportunity to make discussions happen in the teaching field. d. Apply the multiple and vigorous teaching skills to promote students’ motivation on the participation in discussion. e. Make the best use of discussion to help students to build the positive self-concept. B. Suggestions to the future researchers a. Broaden the levels and scope of the research subjects. b. Add the research variables. c. Extend the research period. d. Put in the delayed scale test. e. Increase the qualitative observation data.