| Summary: | 碩士 === 國立台北師範學院 === 教育心理與輔導學系碩士班 === 92 === Interpersonal relationship has been my utmost concern for class issues. Facing the teaching scene of the first-grade elementary school students, how to put the issues of teachers’ disorderly manners and school children’s interpersonal adjustment in a situation where both teachers and students are in a predicament? I knew picture books on one occasion and found that picture books have the distinguishing characteristics of initiating an outlet for feelings and pressing close to life experience. As a result, via picture books I want to find a solution to my predicament from the teaching scene.
During the process of the action research, picture-book teaching has been proceeded eight times in total, following by the procedures of playing games, telling stories, discussing, and doing extended activities. From the process full of frustration and satisfaction, I have been constantly examined and revised my teaching activities in order to produce new strategies for next teaching activities. My initial concept for interpersonal interaction and the basis of picture books’ selection are formed by Maslow’s (1954) ‘Hierarchy Theory of Motivation’ and Schutz’s (1979) interpersonal concept of relationship, conflict and kindness which are from ‘Interpersonal Needs Theory.’ Moreover, the counseling concept of ‘Reality Therapy’ is used as a method of classroom management between teacher-student relations and student-student relations.
The results of the research show that the first-grade elementary school students’ interpersonal adjustment has built up a different pattern via video records and notes from each picture-book teaching activity, everyday teaching journals, occasional observations after class and school children’s assignments, the collection of communication books’ written materials, and repeated reading.
After picture-book teaching, the peer relation gradually develops from conflicting friendship into cooperation, acceptance, and confrontation. The interaction between teachers and students also turns authoritative classroom teaching into acceptance and support. Furthermore, the school children guided by stories understand that they can choose correct behavior which not only fulfills self needs but also accords with reality. As for the teachers, from the research they can help themselves see clearly a crisis and a turning point on the teaching scene and have a new explanation for the future classroom atmosphere.
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