| Summary: | 碩士 === 嶺東科技大學 === 視覺傳達設計研究所 === 98 === The objective of this research was to investigate the relationship between the parents’ attitude, level of instruction and students’ picture book performance resulted in the implementation of “Parent-Child Picture Book Creation”, through the process of “Teacher’s Teaching in School” and “Parent-Child Home Creation”, as well as to clarify the role of teacher in the parent-child picture book creation process. The research targeted on 32 elementary 2nd-grade students of Taichung City Sie-He Elementary School and their parents, with an action research conducted over a ten-month progress from September, 2008 to the end of June, 2009. “Teacher’s Teaching in School” process had five units of teaching activities; “Parent-Child Home Creation” underwent three progress checks and revisions, and the final works were exhibited in a final demonstration meeting.
Through the recording of “Teacher’s Teaching in School” and “Parent-Child Home Creation” process, quantitative and qualitative analyses of the data observed from parents, students, and teachers were concluded as follows:
1. Parent’s initial reaction to “Parent-Child Picture Book Creation” had little bearing on children’s picture book creation performance. In the creation process, those children with parents who actively participate in the process performed better than those who did not.
2. In the creation process, those children who received high level of instructions from parents also performed better in their picture book creation; those children whose parents gave low level of instruction perform related to whether their creating attitude were active or passive. In addition, the demands of parents on the children will affect the children’s results; those who demanded perfection usually caused stress and sense of defeat among the children, and hence they lose their interest in picture book creation; parents who used encouragement and praise, and were willing to accept less than perfect works could give the children better sense of accomplishment, and provided them with the willingness to persevere.
3. In the implementation of “Parent-Child Picture Book Creation” process, an understanding was gained through the results of the research: Teachers should play the role of lesson planner, teaching creator, information provider, morale booster and compliment-giver.
With concerning the implementation research of “Parent-Child Picture Book Creation” instruction, the suggestions are as follows:
1. Course development: Position picture book creation as grade specific course, and establish information exchange platform to foster the culture of communication between teachers and parents, so as to ignite further ideas between parents and children.
2. Teachers’ pedagogy: On the application aspect, information must be properly utilized in the teaching process and in presentation system; on the teaching aspect, teachers should aim to encourage further creativity, expand learning territory and lower children’s anxiety.
3. Parent-teacher communication: Establish mutual consensus, and remind parents of their important roles as they assist children in their learning, and adjust their demands on children on a case-by-case basis.
4. Interaction between parents and children: Plan more detailed progress chart, arrange more regular creativity sessions, spend time with children, impose reasonable demands on children, and expand their life experiences.
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