| Summary: | 碩士 === 國立臺北教育大學 === 生命教育與健康促進研究所 === 101 === The purpose of this study was to investigate the effect of intergration story teaching into life education among the second-graders on the emotional management and interpersonal relationships. Based on the above findings make feasible recommendations, as domestic primary reference for the implementation of life education.
This study used a quasi-experimental research method to the elementary school second-graders in New Taipei City . Students in the experimental group (30) received a period of eight weeks a total of 16 intergration story teaching into life education, while those in comparison group (30) didn’t.
The researcher used the emotional management scale for students of elementary school, and the interpersonal relationships scale for students of elementary school, as the study tools. They were applied to pre-tes, post-test, and follow-up test. All the data were analyzed by statistical techniques such as Independent T test and Single factor covariant analysis. In addition, other written information such as learning feedback, Course feedback sheets, and teachers teaching reflection sheets were also analyzed.
The research results are generalized as follows：
1. After the courses of intergration story teaching into life education, the experimental group and control group students’ post-test scores in the emotional management scale total scale and subscale" emotional awareness "," emotional expression "," emotional adaptation " are significantly different.
2. After the courses of intergration story teaching into life education, the experimental group and control group students’ follow-up test scores in the emotional management scale total scale and subscale" emotional awareness "," emotional adaptation " are significantly different.
3. After the courses of intergration story teaching into life education , the experimental group and control group students’ post-test scores in the interpersonal relationships scale total scale and subscale" classmates relationship "," friends relationship "," family relationship" are significantly different.
4. After the courses of intergration story teaching into life education, the experimental group and control group students’ follow-up test scores in the interpersonal relationships scale total scale and subscale" family relationship" are significantly different.
5. Most of the students in the experimental group liked and accepted the courses of intergration story teaching into life education. The best reason that the students like the courses is “The content of the story teaching is splendid and interesting. 90% of the students are willing to accept such a series of teaching about life education.
According to the results of the study, the researcher make concrete recommendations for life education teaching and further research.
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