An action research of using picture-book instruction to improve peer relationship of the second grade students in elementary school

• Main Authors: Sung,Meng fen, 宋孟芬
• Other Authors: 顏佩如
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/09566880971635555798

碩士 === 國立臺中教育大學 === 課程與教學研究所 === 98 === An Action Research of Using Picture-book Instruction to Improve Peer Relationship of the Second Grade Students in the Elementary School Abstract The purpose of the action research, aiming at the researcher’s class, was to assess the effects of the picture-book instruction on improving students’ peer relationship, in order to solve difficulties during researcher’s teaching. In the instruction, the picture books practiced were chosen by three dimensions including “personal traits”, “interaction skills ” and “the ability of solving conflicts” and the instruction took 13 weeks to practice, 4 classes per week, 52 classes for all. The data of “Students’ Sociometric Scale’’, teacher interviews, student feedbacks, parents interviews and the researcher’s self-evaluation were collected prior and after implemented instruction for cross-reference verification. The results were showed as bellow. I. Picture-book instruction improved students’ peer relationship. 1. Picture-book instruction improved the social status of student. 2. Picture-book teaching enhanced students’ appreciation level of others. II. Picture-book instruction made impact on students’ personal traits, interaction skills and the ability of solving conflicts. 1. Picture-book instruction helped to enhance students’ interaction skills and ability of solving conflicts. 2. Picture-book instruction helped to enhance students’ personal traits; however, the part of “Honesty” still needed to be strengthened. III. Academic achievement played an important variable to influence peer relationship in Lotto Class. IV. Picture-book instruction improved teaching quality. V. Picture-book instruction improved the relationships among the teacher, parents and students. VI. The Action Research of picture-book instruction promoted the profession of teachers. According to the conclusions above, the researcher offered some relevant recommendations to schools, teachers and future studies. I. to schools 1. Held picture-book instruction seminar to enrich knowledge and ability of teachers. II. to teachers 1. on picture-book insruction (1) The transformation of concepts should be gradual when instructing picture books. (2) Provide multiple expression methods to meets needs of different students. (3) The design of learning sheet and reflection should be not only interesting but easy. (4) Focus more on instructing picture books of “Honesty” and “Appreciation ”. (5) Cultivate students’ reading habits and encourage them to share their reading reflection. 2. on consulting problems of peer relationship (1) Tell a story instead of preaching. 3. on teaching profession (1) Enrich knowledge and mythology of picture-book instruction to enhance the ability of concept transformation. (2) Establish teaching teams of teachers to increase teaching effectiveness. III. to future studies (1) Conduct in small group to enhance participating opportunities of each student. (2) Use either experimental study or long longitudinal study as research method.