| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學澎湖碩士班 === 99 === This research aimed to explore how the practice of positive-thinking-oriented lesson plans could affect the development of 4th grade students’ self concept. In this research, a quasi-experimental, nonequivalent pretest-posttest design was used, and the subjects were 60 students from two 4th grade classes of an elementary school in Penghu with one class of 30 being experimentally treated and the other serving as the control group. The treatment, which happened during the class hours for integrative activities, lasted for 8 weeks with two 40-minute sessions of positive thinking class given per week, while the control group had their regular integrative activities. The main research tool, namely The Elementary Children Self Concept Scale, was applied to the subjects a week prior to/posterior to the 8 weeks of teaching as the pre-/post-test.
To statistically process the quantitative raw data collected, one-way ANOVA and t-test for means of paired samples were implemented. In addition, by way of unit feedback sheets, curriculum feedback sheets, individual interviews, as well as teachers’ journal of reflections, an abundant amount of qualitative data was gathered to help interpret the students’ reactions and learning effect. As a result, this research has come to the following conclusions:
1.Positive-thinking-oriented lesson plans tended to have a positive effect on the development of self concept of 4th grade students.
2.The positive effect on self concept development came in aspects of the integral self, school self, family self, emotion self, appearance self, and physical self.
3.Among the above aspects of self concept, the treatment worked most effectively for the enhancement of the school self and least effectively for that of the family self.
4.The treatment group held a highly positive attitude towards positive-thinking-oriented lesson plans.
Finally, some suggestions have been offered accordingly to educators respectively in terms of teaching, future research direction, as well as positive-thinking-related lesson plan development.
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