An Action Research on Picture Books Instruction Integrated into Parent Education Courses for Female Immigrants

• Main Author: 鄭惠雅
• Other Authors: 劉世閔博士
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/06773068770393572063

碩士 === 高雄師範大學 === 教育學系 === 98 === With the action research, this research aimed at discussing the feasibility and achievements of applying picture books instruction integrated into parent education courses for female immigrants. I took foreign spouse students in the adult basic education special class of the Ocean Elementary School （pseudonym） in Kaohsiung County as the subject, by offering picture books instruction for 12 weeks. The implementation of the course was in forms of guide reading, group discussion and extended activities such as film watching, gaming, role playing and picture book oration training, and all the activities were assessed by writing worksheets, contact book, and scrapbook. Observations, interviews, audio-visual records and document analysis were used as data collection in these courses. The appropriateness of these courses was examined through the researcher’s reflection and the feedbacks from the participants including cooperated partners and students, and the revision strategies of actions were proposed. The main results of this research were as followed: A. It was feasible to apply picture books instruction integrated into parent education courses for female immigrants. a. Picture books instruction was evocative for female immigrants to participate in parent education courses. b. Picture books instruction can stimulate the parenting education concepts of female immigrants. c. Great diversity of picture books instruction strategies were helpful for improving the parenting ability of female immigrants. d. Diverse evaluation methods were helpful for researchers to examine the result of parent education courses. B. The achievements of female immigrants after participated in parent education courses. a. Female immigrants promoted their self-efficacy through the parent education courses. b. Parent-child relationship became smoother as the parenting attitude has changed. c. Positive thinking stimulated family harmonization. Based on the findings above, some constructive suggestions were provided for education system, government, and future teachers and researchers.