| Summary: | 碩士 === 國立屏東教育大學 === 教育心理與輔導學系碩士班 === 94 === Abstract
Finding that the beginning graders can not deal with interpersonal conflict well from the practical experiments, homeroom teachers spend lots of time to solve the related problems. Therefore, the researcher, as a first grade homeroom teacher in an elementary school, took sample of her own class. This research adapted action research as the method to implement the class guidance of cognitive-behavior to deal with students’ interpersonal conflict and then to realize the connotation of students’ interpersonal conflict. By designing, practicing, evaluating, revising and practicing again the action programs, the researcher expected to understand the difficulties and faults during the processes, to improve the strategies and develop an appropriate class guidance of cognitive-behavior modification for the first grade students in the elementary school.
The participants were 34 first grade students. Based on the purposes, the research went to eight months including two phases and practiced eighteen units. During the process, the researcher used students’ files, research diary, activity reflection, observational journal, tape and video record to collect data. According to the analysis of the data, the findings of the research are as follow:
1. the connotation of first grade students’ interpersonal conflict
a) When they were accused, “amusing” was one of reasons and excuses for students to explain their inappropriate behaviors.
b) When students were playing in too severe ways resulting in the one side opposed, the interpersonal conflict occurred.
c) When students disagreed with others’ words and behaviors or misunderstood others meanings, the conflict occurred.
d) Revenge for people treating them badly would be taken as a reason for students to treat others inappropriately.
e) Diverse comprehensions of languages made interpersonal conflict occur between students.
f) Impolite was one origin of conflict.
g) Children lacked the ability or were unfamiliar with the skills to deal with the interpersonal conflict.
2. the effects of class guidance of cognitive-behavior modification on interpersonal conflict of students
a) It can not show that class guidance of cognitive-behavior modification effectively reduced the interpersonal conflict in class by analyzing the diagram of interpersonal conflict numbers in class.
b) Students reported the conflict in simple sentences and then became in longer and complete sentences.
c) When students reported the interpersonal conflict, they could deal with the interpersonal conflict by implementing the skills they had learned.
3. the effects of class guidance of cognitive-behavior modification on social skills of students
According to the collected data, the researcher found that all students’ social skills had improved after they were counseled by class guidance of cognitive-behavior modification. In addition, all kinds of data suggested that students not only improved the social skills in class but also be able to adjust the social skills to other situations.
4. the researcher’s reflection and achievement
a) On the recycling processes of action research, class guidance of cognitive-behavior modification could be developed for the real teaching circumstance and students’ level appropriately.
b) On the class-counseling activities, the homeroom teacher is the best pilot. Through the class-counseling activities, the first graders could improve their social skills and establish their interpersonal relation.
c) Based on cognitive- behavior modification, either students’ adaptive behaviors or the researcher’s life problems were solved effectively.
d) The researcher got closer relation with students and more understood students’ intrinsic cognitive and the causes of their behaviors.
Finally, according to the conclusion of research, the researcher provided some suggestions dealing with students’ interpersonal conflict, practicing class guidance of cognitive- behavior modification on the first grade of elementary schools and for the further study in the future.
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