| Summary: | 碩士 === 國立臺南大學 === 教育學系輔導教學碩士班 === 95 === This study is aimed to discuss the immediate and abiding effect for Still-Thought Teaching to elementary school students’ the awareness of life and the self- concept.This study adopts the quasi-experimental research method and base on unequal groups design of pretest, posttest and follow-up test, and use quality data for auxiliary.The objects of this study included two classes from grade 6 students in an elementary school. They were divided into experimental group and controlled group by randomly. After receiving the pretest, the experimental group received a fifteen-week, three lessons each week (40 minutes each lesson) Still-Thought Teaching program, and the controlled group received a general teaching.After that, they were given a posttest. 8 weeks later, they received the follow-up test.
In this study, the quantitative and qualitative statistics were both analyzed. For quantitative statistics, “the Scale of Life Meaning” compiled by Wu-Shu-Yin, and “The New Tennessee Self-Concept Scale: Second Edition (TSCS:2) Child AutoScore Form” compiled by Lin-Xin-Tai, Chang-Xiao-Feng and Chen-Mei-Kuang were adopted as tools of study. Then with scores obtained in the pretest as covariation, and the quantitative data are analyzed by the one-way ANCOVA. In addition, the qualitative data are also collected by the program assignments ,feedback and observation records for auxiliary, in order to understand the effect of Still-Thought Teaching to elementary school students’ the awareness of life and the self- concept.
The findings of this study are as the following:
1. The Still-Thought Teaching Program has an immediate and abiding positive effect on “life attitude and feel” of the awareness of life to elementary school students, but for “life target”, “the purpose of meaning”, “life control” and “accept tribulation and death” that didn’t get any immediate and abiding effect .
2. The Still-Thought Teaching Program has an immediate positive effect on “Moral” of the self- concept to elementary school students, but for “Physical”, “Personal”, “Family”, “Social” and “Academic/work” of the self- concept that didn’t get any immediate effect.
3. The Still-Thought Teaching Program has an abiding positive effect on “Family” of the self- concept to elementary school students, but for “Physical”, “Personal”, “Social”, “Moral” and “Academic/work” of the self- concept that didn’t get any abiding effect.
4. according to the result of each program feedback, can find out that most of students ,parents and the teacher believe after receiving Still-Thought Teaching program that students can get positive effects on the awareness of life and the self- concept. So, in addition to support and hope can keep the Still-Thought Teaching.
Finally, according to the study result ,the researcher conducted a discussion and analysis, and hoped to afford the useful suggestions related to practical applications for the teaching of school ,teachers and future studies.
Key words: Still-Thought, Still-Thought Teaching, awareness of life, self-concept
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