Influence of life education program on peer conflict issue in an 8th junior-high class
碩士 === 國立新竹教育大學 === 教育研究所 === 94 === Abstract The purpose of this study is to analyze and evaluate, by means of action research, the influence of life education program on peer conflict issue. This study took a class of 8th grade students as the research objective to understand: 1. The causes of...
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| Other Authors: | |
| Format: | Others |
| Language: | zh-TW |
| Published: |
2006
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| Online Access: | http://ndltd.ncl.edu.tw/handle/34885893006260721885 |
| Summary: | 碩士 === 國立新竹教育大學 === 教育研究所 === 94 === Abstract
The purpose of this study is to analyze and evaluate, by means of action research, the influence of life education program on peer conflict issue. This study took a class of 8th grade students as the research objective to understand:
1. The causes of peer conflict.
2. The influence of life education program on peer conflict issue.
3. The progress on the professional growth and the reflection ability for the teachers who teach life education.
Following is a summary of the result of this study:
I. Causes of peer conflict
1. Peer conflict is due to the weaknesses in the personality of involved persons.
2. Peer conflict starts from both sides' wrong cognition.
3. Peer conflict is intensified by the instigation of the group leader.
4. Peer conflict worsens if the dispute is dealt with improperly by teachers.
II. The influence of life education program on peer conflict issue
1. The influence of private talk on peer conflict issue
(1) A friendly interaction between teachers and students has positive impact on resolving the peer conflict.
(2) A teacher can make students get along with each other better through life education program.
(3) Life education program can improve the relationship between teachers and students.
(4) Private talk in life education is an effective approach to resolve the peer conflict.
2. The influence of formal classroom teaching on peer conflict issue
(1) The content of life education program and teaching deeply affects students’ cognition of interpersonal relationship.
(2) The life education program improves the interaction between students.
(3) It is not very effective to improve the inner affection by means of life education program.
III. The progress on the professional growth and the reflection ability for the teachers who teach life education
1. A teacher can develop his/her own professional capability by participating the research and design of the life education program
(1) Having a thorough understanding of the life education.
(2) Knowing how to design the content of life education and its implication.
(3) Improving teaching strategy and tactics for life education.
(4) Inspiring the enthusiasm for life education.
2. The enhancement of a teacher’s reflection ability
(1) It is very important for teachers to build up the life education profession.
(2) A teacher must understand and observe the effects from the life education program.
(3) It is feasible to carry out the life education through action research.
(4) A teacher should apply the spirit of life education when interacts with students.
(5) The existing teaching material of life education may not meet the needs of students.
Based on the result of this study, some advices are provided for the future researches.
Keywords：Life Education, Action Research, Peer Conflict
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