| Summary: | 碩士 === 國立東華大學 === 課程設計與潛能開發學系 === 100 === The purpose of this study is to develop an emotional education curriculum for middle grades of primary school, based on the concept of emotional cultivation approach so as . This curriculum enhances students' emotional cultivation. Through the cycles of action research, this research developed the following conclusions:
1. The goals of emotional education suitable for the middle grades include: emotional awareness, emotional recognition, emotional understanding, emotional expression and emotional transformation and regulation. Self-awareness is not only the first goal of emotional cultivation, but also the means linking all other goals of emotional cultivation.
2. In the emotional education based on the concept,of motional cultivation, students are guided to develop self-awareness through various meditation activities, including breath, observation, easy tai-ji, Mandala painting etc.... Mandala is especially enjoyed by the students in this study, showing students’ inner emotions and effect of emotional expression, regulating and conversion in aintings. These meditation activities make students aware of their own and others' emotions, and help to achieve different levels of emotional cultivation.
3. Through a series of diversified and structured teaching activities,(including meditation activities, games, reflection and discussion), the curriculum conforms to the stage of physical and mental development of the middle grade students.
4. Self-awareness table enables the students to enhance their capacities of emotional awareness, emotional recognition, emotional understanding, emotional expression and emotional transformation and regulation so as to nhance the students' emotional cultivation. The self-awareness table also serves as an important reference for the teacher in the process of implementing emotional education and modifying teaching strategies or assessing the students emotional peformance.
5. The emotional education of emotional cultivation approach for middle grades can be implementated through the thematic units in the learning domain of Integrated Activities. It can also be integrated into different contexts by using meditation activities. Incidental events happened in school daily life can also be utilized to develop spontaneous teaching events.
|
|---|
