Action Reseach Of Children Affective Education-「Empathy」And「Sharing Behavior」As Example

• Main Authors: Wu Yi-Tien, 吳宜恬
• Other Authors: Wu Lan-Ruo
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/07995156541245258912

碩士 === 國立台北護理學院 === 嬰幼兒保育研究所 === 93 === The purpose of this study is to develop an affective education curriculum for building up child’s「 empathy 」and 「sharing behavior」. The researcher has designed five curricular teaching activities. They are “Clever Snails’Traveling”,“Sharing Activities”,“Sunflower Seeds”, “Sharing Fruits” and “Story Drawing”. The results of studying are: 1. About the results of child empathy are as follows: (1) For the levels: They are from 「egocentric empathy」 to「empathy about another’s feelings」; (2) For the motivation: It is from the motivation of shaping to the self-initiating behavior. 2. About the display of sharing behaviors: (1) Most of the motivation are through shaping, especially for the exchange of benefits; (2) The changing behaviors are prevailing in the cognition field and are less in the affective attitude; (3) The sharing attitude is more passive than active; (4) The sharing contents are more about substance than emotional sharing; and (5) The sharing levels are from the limited of concrete behavior to action and then progressing to the language performance. 3. About the curricular design: (1) On the content of teaching activities, the characteristics of curricular activities will affect the participation of the child’s sharing behaviors; (2) On the teaching strategy, “performance”strategy is apt to work for affective education, and “dialogue” is much more convenient for the teaching strategy. 4. About teachers as teaching actors: (1) Guide the child by humanistic spirit and enforcement strategy. (2) Manage the dual roles of researchers and actors by the segment of time. 5. Others: (1) The sex of child will influence the effective results of affective teaching activities; (2) The timing of arrangement and control will be influence affective educational curriculum; (3) The child affective behavior will be affected by the peer group; and (4) Parents’ supporting will affect the child affective behavior in the future development. The researcher aims to design and implement the curriculum and provides concrete suggestions for the action researcher, who has an intention to implement the affective education. Key words: affective education, action research, empathy, sharing behavior.