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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31209

    Title: 以圖畫書實施生命教育之行動研究 : 以一年級為例
    Other Titles: An action research on using picture books for life education for first grader in an elementary school
    Authors: 黎夏君;Lee, Hsia-chun
    Contributors: 淡江大學教育科技學系碩士在職專班
    高熏芳;Kao, Hsun-fung
    Keywords: 生命教育;圖畫書;教學設計;行動研究;Life Education;Picture Books;Instruction Design;Action Research
    Date: 2006
    Issue Date: 2010-01-11 00:23:55 (UTC+8)
    Abstract: 本研究旨在以圖畫書進行國小一年級生命教育課程設計之行動研究,主要以行動研究方法,探討運用生命教育圖畫書,發展 「人與自己」、「人與他人」「人與自然」為主軸的生命教育教學活動設計,在國小一年級班級實施之實踐歷程,教學過程中以觀察、錄音、訪談的方式蒐集資料,教學後與協同老師、實習老師討論、省思,加以修正教學。



    The purpose of this research is to design, evaluate, and analyze Life Education using the Action Research mechanism. The design of course uses picture books to illustrate Life Education from three aspects: self-centric discipline, social relationship, and human-natural co-relation. A picture book-based instruction design was used in a first grader class. Seven experiments were conducted by using life presentations which are video-taped for analysis, individual interviews, and in-class observation. Each experiment was reviewed by the author and discussed with two assistant teachers. Suggestions were used in the next experiment. The discovery of this research includes three perspectives which are discussed as the following.
    A. Instruction design and instruction delivery: 1) Instruction design should consider the experiences, the interests, and the needs of kids, to avoid unnecessary repeated courses; 2) The design should be multi-discipline with an enforcement on discussion and experience sharing; 3) Different assessment methods should be used to review the achievement of instructional objective; and, 4) Topic-based instruction helps knowledge formation and conceptual connection.
    B. Impact of instruction design to students: 1) Self-centric discipline: individual is aware of one’s strength and thus self-awareness is improved; 2) Social relationship: individual understands the needs of collaboration and concern; 3) Human-natural co-relation: individual learns how to respect the natural; and, 4) Life-and-death: individual knows the meaning of birth, agedness, sickness, and death and learn how to respect and love life.
    In the practical situation, kids still argue with each other. However, the experience helps them to communicate and resolve problems.
    Conclusively, this research accomplishes several suggestions to first-line instructors, Life Education instructors, and researchers who are interested in Life Education for Kids.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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