A Study on Effects of Character Education Curricula Integrated with Learning Activities as tothe Development of the Children’s Social Competence

• Main Authors: Kao Te-Hsuan, 高德宣
• Other Authors: Jiin-Dar Tseng, Ph.D
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/71108339750568596794

碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 100 === This research discusses the effect of character education in the learning activities has on the social competence of children. The research method used the pilot test and the post test of the same group. The character education courses were the independent variable, and the social competence of children was the dependent variable. The researcher used self-designed “Children’s Social Competence” questionnaire as the quantitative evaluation tool, plus observation, video recording, audio recording, learning chart, and teaching reflection as the qualitative analysis data, hoping to explore the effect of this teaching experiment has on children’s social competence. The study respondents were 28 children in one preschool of a public elementary school in New Taipei City. They were randomly grouped to experiment group and control group. Before the research, children of the experiment group and the control group accepted the pilot test of Children’s Social Competence questionnaire. Four days after the experiment, children of the two groups were given post test. In order to understand whether the change of the children in the two groups has continuity, a deferred test was carried out on the third week after the experiment. The complete teaching experiment lasts 10 weeks. The children of the experiment group and the control group were given 80 minutes of teaching activities every week; total 800 minutes. The children of the experiment group practiced character education in learning activities; the children of the control group practiced traditional teaching. The results are as follow: i. The character education in learning activities has immediate and deferred effect on children’s responsibility. ii. The character education in learning activities has no immediate increment effect on children’s social competence, interpersonal interaction, and courtesy, but has deferred effect. iii. The character education in learning activities has no immediate and deferred effect on children’s corporation, and altruistic behavior.