The Effect of Group Guidance of Experience Learning Combining Still Thought on the Self-concept of Junior High School Disadvantage Students.

• Main Authors: OU, CHIH-CHEN, 歐子甄
• Other Authors: CHANG, CHING-YUAN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/67705171983804727155

碩士 === 慈濟大學 === 教育研究所 === 105 === The purpose of this study was: 1. to design of the junior high school disadvantaged students enhancing the self-concept of effect of experience learning group combining Still Thought; 2. To explore the implementation situation effect of experience learning group combining Still Thought, and its encountered difficulties and dealing strategies; 3. to analyze effect of experiencing learning group combining Still Thought on Self-concept of Junior High School Disadvantage Students. 4. to provide teacher-counselor references in terms of the study results. The participants of this study are 8 junior high disadvantaged students (3 boys, and 5 girls). The study had conducted the project of Experiencing Learning Group Combining Still Thought for eight weeks, and 90 minutes for each class. The descriptive statistics analysis was applied to understand pre- and post- alternation based on Tennessee self-concept scale, and then qualitative data analysis explained the effect of Experience Learning Combining Still Though after the implementation of the students on the concept of self (psychological self, social self) changes. This is a mixed method research, mainly focusing on qualitative analysis. The results are as follow: 1. This study was designed to enhance the self-concept of the disadvantaged students in the junior high school. The group program of “experience learning combining Still Though” is “the power of the heart”. 2. The problems encountered in the implementation process and the way of response: (1) In the process of leading the group, soothing the unstable situation and members through concentration activities, and then enter the group program. (2) Considering the members are not good at choosing Still Though, by using one sentence of Still Though to think deeply about the meaning of experience activities. (3) Choosing grateful and complimentary Still Though, and to avoid misusing. (4) If members cannot load with the practice record, switching paper-based records to verbal sharing, creating another dialogue space. (5) When facing school interference, keep the flexibility. (6) To deal with the sentiment for ending and the expectation of the further activities, comfort and encourage members to learn to practice in life continually. 3. The junior high school disadvantaged students who participated in the “power of the heart” in this research, enhancing their self-concept (psychological self and social self) by attracting students through experiential learning, and bring together the meaning of activities from the characteristics of Still Though. (1) “Psychological self”, enhancing their self-confidence, increasing frustration tolerance, brave self-challenge and a positive attitude. (2) “Social self”, enhancing the ability of making friends, being aware of their methods to deal with people, forgiving others, communicating with others, and improving communication skills while being with peers; to show the spirit of cooperation and unity in a team.