| Summary: | 碩士 === 國立臺北教育大學 === 生命教育與健康促進研究所 === 100 === Abstract
This study aims to explore the immediate and continuous impact that applying music and storybooks into life-education-teaching has on the emotional management and peer relationship of elementary school third graders. Based on the findings of this study, explicit suggestions and advice towards the curriculum about applying music and storybooks into life-education-teaching are to be pointed out.
With semi-experimental method, ninety-six students are divided into two groups as target students, i.e. experimental group and control group, which consist of forty-seven and forty-nine students respectively. The experimental group students attend sixteen classes of the experimental curriculum of life-education-teaching within eight weeks, while the control group students do not attend any of the experimental curriculum. For understanding the impact that applying music and storybooks into life-education-teaching on the emotional management and peer relationship of elementary school third graders, students were examined by pre-test, post-test and follow-up test, with the following tools: ‘Questionnaire of Elementary School Students’ Emotional Management’ and ‘Scale of Elementary School Students’ Peer Relationship’.
ANCOVA, an one-way analysis of covariance, is used to examine the hypothesis of quantified data of this study. The findings are as follows:
First, in this experimental curriculum of life-education-teaching, into which music and storybooks are applied, experimental group students achieve immediate effects in total aspect of ‘Scale of Emotional Management’, and in sub-aspects of ‘Emotional Awareness’ and ‘Emotional Adaptability’. However, there are no immediate effects shown in sub-aspect of ‘Emotional ‘Expression’.
Second, in this experimental curriculum, experimental group students do not achieve continuous effects in total aspect of ‘Scale of Emotional Management’ and sub-aspects of ‘Emotional Awareness’, ‘Emotional Expression’ and ‘Emotional Adaptability’.
Third, in this experimental curriculum, experimental group students achieve immediate effects in sub-aspects of ‘Expression and Communication’ and ‘Avoidance of Conflict’; whereas, there are no immediate effects shown in total aspect of ‘Scale of Peer Relationship’ and sub-aspects of ‘Respect for Others’, ‘Self-Reflection and Feedback’ and ‘Providing Leadership’.
Fourth, in this experimental curriculum, experimental group students show no continuous effects in total aspect of ‘Scale of Peer Relationship’ and in sub-aspects of ‘Expression and Communication’, ‘Avoidance of Conflict’, ‘Respect for Others’, ‘Self-Reflection and Feedback’ and ‘Providing Leadership’.
Fifth, the preferences of music of experimental group students are relevant to their life experience and their acquaintance with music. The following are the types of music that students prefer (in the order of preferences): soundtracks for animation, classical music, and new age music / cross-over music.
Furthermore, worksheets for each unit, feedback forms, overall curriculum feedback forms, questionnaires about music experience, feedback forms from parents, and interviews etc. were collected to explain students’ reaction to the experimental teaching. Last, the information and data are analyzed and induced, and the conclusions and suggestions are to be provided.
Key Words: Music, Storybook, Life-Education-Teaching,
Emotional Management, Peer Relationship
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