A experimental study on the effects of an emotional education curriculum with "still thoughts" on emotional intelligence of fifth-grade students

• Main Authors: Lin, Chen-Yu, 林貞佑
• Other Authors: Yen, Pey-Ru
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/76597086787165616911

碩士 === 國立臺中教育大學 === 課程與教學研究所 === 98 === The purpose of the research was to discuss the instant and suspend effects of the self-designed Emotional Education Curriculum with“Still Thoughts”for promoting fifth-grade students’ Emotional Intelligence and to analyze whether the experimental effects will be different according to genders. According to the result, we discussed if it is possible to implement the Emotional Education Curriculum with“Still Thoughts”in elementary school. The experimental samples were the two classes of the fifth-grade students from an Elementary School in central territory of Taiwan; using the experimental design of a 2×2 pretest posttest follow-up test.32 students in experimental group and 32 students in control group. The teaching of Emotional Education Curriculum with“Still Thoughts”was handled by researcher himself and the executing timing is used in the flexible courses. These were done once for 80 minites in a week in 10 weeks and the control squad had to get general Emotional Education Curriculum. Instruments used in this study named ” The Emotional Intelligent Testing Scale of Elementary Students”, was used to measure students’ emotional intelligence and was administered before the experiment, in a week after the experiment, and five weeks after the experiment. Data were analyzed by Paired-Samples t-test, one-way ANCOVA with the pretest scores as the covariance and descriptive statistics. In addition, data from parent’s and student’s feedback sheets and researcher’s teaching reflection were also analyzed. The main findings were as follows： 1.The ethics of “Still Thoughts” cotains philanthropism, thanksgiving, restraint, rational sacrifice, helps students cultivate positive emotions and transform negative emotions, and is suitable as material for Emotional Education. 2. Students’ emotional intelligence can be enhanced through Emotional Education. 3. The instant enhancing effects of Emotional Education Curriculum with“Still Thoughts”was more significant than general Emotional Education Curriculum, but the suspend enhancing effects was not. 4.There were no genders’ differences on the instant and suspend enhancing effects of the Emotional Education Curriculum with“Still Thoughts”on students’ emotional intelligence. 5. Parents and students in both experimental group and control group liked this Emotional Education Curriculum and thought it helped promoting students’ Emotional Intelligence and hope teacher to implement this curriculum constantly. Finally, according to the results of the research, some suggestions for the applications of education and guidance, curriculum design and implementation, and future research were proposed.