An Action Research on the Impacts of Using Storytelling Strategy on Interpersonal Relationship for Second Grade Elementary School Students

• Main Authors: LIN, CHIN-HUI, 林菁惠
• Other Authors: 王淳民
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/02543477521140901484

碩士 === 國立新竹教育大學 === 人資處課程與教學碩士班 === 101 === Abstract This study is a process of action research. Every teaching plan and storytelling strategy was designed through analyzing process of teacher-student interaction, related literature, and teaching reflection. The purpose of this study was not only to improve the interpersonal relationship among students, but also understand the the procedures and limitations while implementating storytelling in the classroom. Instead of predicting and deducing, the study aimed to develop feasible strategy in which emphasing the context, process, and explnantion of teaching and learning. The main procedure was to use stories that are related to interpersonal relationship to affect students’ mind and affection in a positive way. Meanwhile, teach students to deal with friendship, intimate relationship, interpersonal relationship, jealousy, conflict, and breaking-up in a rational way. As the progress of the study, students learn to deal with interpersonal relationship in a more positive way, to empathize others in a more open mind, and also to express affection in an appropriate way. The interpersonal relationship and atmosphere in the classroom were becoming much better graduately during the study. Addtionally, to use storytelling strategy smoothly and meaningfully, it should be adopted in the real situation and also appropriate and diverse in terms of its teaching activities in order to meet different needs of students. Furthermore, throught this action research, the researcher also learned to wait for students to learn, not too goal-oriented, need to understand the context, collaborate with others firmly, and use stories from diverse fields. Finally, the author improves in regard to professional comprehension and individual perspective by implentating and reflecting these processes.