The effect of picture books instruction on sixth graders of moral education

• Main Authors: Wei Yun Pan, 潘葦芸
• Other Authors: Yuan Ling Lai
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/48504063717939661199

碩士 === 國立臺中教育大學 === 社會科教育學系碩士班 === 99 === The purpose of this study is to understand the moral cognition and behavior of the sixth graders and the effects of using picture books to teach “respect” and “responsibility”. This study adopted a quasi-experimental equivalent pretest-posttest design and conducted the experiment on students of Class A of Grade sixth of Zhen-Zhen Elementary School in Taichung. Based on the picture books teaching model, the experimental instruction of the two core moral values, namely “respect” and “responsibility”, was offered in 12 periods over six weeks during April ~ May 2010. The two core moral values have eight principles of behavior, including “respect the self”, “respect others”, “respect privacy”, “respect the minority”, “be dedicated to all tasks”, “do not put off what is meant to be done today”, “perform duties of the role”, and “be brave to shoulder responsibility”. According to these principles, six picture books were selected, and six units of instruction were designed. Data collected from the experiment were analyzed using various statistical methods, including independent sample t-test, independent sample one-way ANOVA, dependent sample t-test, mean, frequency, and percentage. The findings and conclusions of this study are as the following: 1. Before the experimental instruction, the two groups of students were given a pretest of their cognition of “respect” and “responsibility”. No significant difference was found between the two groups. 2. After the experimental instruction, the two groups were given a posttest of their cognition of “respect” and “responsibility”. The experimental group is significantly difference than the control group in cognition of both core moral values. 3. A t-test of the pretest and posttest results of the experimental group was performed, and the results suggested that the experimental group had significantly better cognition of “respect” and “responsibility” after the experimental instruction. 4. The moral behavior self-evaluation and peer-evaluation completed by students in the experimental group were analyzed. Results showed that among the four principles of behavior of “respect”, namely “respect the self”, “respect others”, “respect privacy”, and “respect the minority”, the sixth graders performed best in “respect the self” and worst in “respect privacy”. 5. Besides, among the four principles of behavior of “responsibility”, namely “be dedicated to all tasks”, “perform duties of the role”, “do not put off what is meant to be done today”, and “be brave to shoulder responsibility”, the sixth graders performed best in “perform duties of the role” and worst in “be dedicated to all tasks”. Finally, this study proposed a total of eight suggestions for schools, teachers, and future researchers. Keywords: picture books instruction, moral education, respect, responsibility