Caring approach to children’s poetry appreciation influenced the first graders adjust their school lives

• Main Authors: TSCHENG LICHING, 曾麗卿
• Other Authors: 何秀珠
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/56997413139270950833

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 97 === Abstract Based on the action research, the author intended to examine whether the instruction of “Caring approach to children’s poetry appreciation” helped the first graders adjust their school lives. In addition, the paper also addressed the lesson plans, teaching activities, the assessment of the student’s learning outcome, and the teacher’s self assessment of their teaching. Twenty six first graders participated in this study from September 2008 to December 2008. Data were collected through students’ self report of their school achievement, teacher’s observation, interviews and parents’ reports. Quantitative and qualitative analyses were conducted to examine whether the instruction of “Caring approach to children’s poetry appreciation” influenced the first graders adjust their school lives. The results indicated that: Inquiry based teaching strategies help students adjust their school learning environment. A caring education provokes the student’s appreciation and compassion. Teacher and students will benefit from “modeling”, “dialogue”, “practice” and “confirmation” teaching strategies. Caring approach to children’s poetry appreciation helped to improve the first graders’ school adjustment, enrich their life experience, promote their peer relationship, and adjust the routines and learning. Most children learn how to interact with their peers by smiling with positive attitude. They also maintain classroom in order and keep it neat and obey the class rules. They show responsibility and enthusiasm for their learning. Key words: Caring approach; children’s poetry appreciation; school adjustment