| Summary: | 碩士 === 國立屏東師範學院 === 教育心理與輔導學系碩士班 === 93 === A Study of Life Education Program for the Middle-Grade Elementary School Students
Kai-Wen Wu
Abstract
The aim of this study is to develop and design an appropriate Life Education Program for the middle-grade elementary school students, to discuss its effects on the students, and to understand the middle-grade elementary school students’ feedbacks and ideas toward this Life Education Program. The subjects of this study were 37 fourth grade Taichung Municipal Tung-Xing Elementary School students, including 20 male students and 17 female students. They received 8-week Life Education Program. This study used qualitative methods, such as reflection of practical teaching, observation, interview, and worksheet to gather research data and information, then analyzed and interpreted the data, and finally made conclusions and provided suggestions based on the results of this research.
The main conclusions of this research are as follow:
1. The growth and changes of the students: As for the “individual and self” dimension, students understand that everyone is unique, and they should feel more confident in themselves. Besides, they are more understand themselves, and want to make themselves better. They know how to cherish their lives, and don’t waste lives. They are not afraid of death. When they encounter frustrations, they have more anti-pressure ability. They know how to control their emotion and rarely lose their temper. In the “individual and others” dimension, students start to care and help others. They learn how to get along with others well, and appreciate the merits of other classmates. Furthermore, they make friends with each other, and learn to give concern to a disadvantaged minority. In the “individual and nature” dimension, students learn to have the consciousness of loving the earth. They also emphasize the viewpoint of environmental protection. Finally, they keep from pollutions and don’t waste resources.
2. The teacher’s awareness: The teacher learns to use more teaching resources and methods to enrich the teaching content. The teacher learns to lay down the authority for teaching, and learn to be a listener, and a guide for students. The teacher learns to understand the feelings of students, and has more toleration and deep concern for students.
3. The problems and challenges:The teacher should decide and choose appropriate teaching time schedule to teach Life Education Program, and should balance the number of worksheets. Finally, the teacher should pay attention to meet students’ need.
Finally, based on the results of this research, the implications of Life Education Program and suggestions for further research were proposed.
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