| Summary: | 碩士 === 明新科技大學 === 土木工程與環境資源管理系碩士班 === 102 === This study was focus on investigating the effects of story-discussing teaching method on the second year of elementary school students─a case study of forest resources.The purpose of this study is to make use of picture-books discussing activity to explore a teaching method for students to understand the relationship between the excessive use of forest resources and the natural environment, so that children can get more knowledge of forest resources, and realize the importance of forest resources to Earth and humanity.This study makes use of picture-books discussing activity to explore a teaching method” forest disappeared”, which takes mainly qualitative research methods and supplemented by simple quantitative statistics. Explore the impact of the story-discussing teaching method on students’ understanding of environment concept. In this study, there are four data being analyzed: before and after evaluation, student learning sheet, classroom observation records and semi-structured interviews.The results of this study are as following:(a)The elementary school students have significant progress on the recognition, attitudes and behavior towards forest resourcesthrough the course of forest resources.(b)Story discussions in the Class and group discussions on teaching forest resourceshave differentimpact on learners andeducators.For children, the process of class discussion can deepen and reinforce knowledge of the forest resources. However, for shychildren, they only receives single direction message from the class, and afraid to ask questions in class. For educators, the group discussion can’t grasp every students’ learning conditions. Whenstudents go off the topic, the instructor can’t give guidance immediately; whenever the students go off the topicin class discussions,educators can guidestudents to the right directionimmediately.(c)From the Forest resources courses, it indicates that there are several approaches to arouse underperforming students’ learning motives, like "interesting picture books materials", and “watching forest resources-related videos “,” Experience of activity“.
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