國小一年級學童情緒創造之教學行動研究

• Main Authors: Hsiu-Mei Chiu, 邱秀美
• Other Authors: Sheng-Hsiao Chung
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/87242464293599171930

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 98 === Abstract Based on the theory of emotional creativity of Averill (2002), the study adopts the video of “Doraemon” as the teaching material, conducting teaching activities of emotional creativity to 27 elementary school children for 16 weeks in Taipei City. The study is aimed at developing an emotional creativity curriculum suitable for the first graders, exploring the creativity students demonstrate in handling emotions or expressing themselves during teaching activities, discovering any possible issues generated in teaching, and stating solution tactics. By analyzing their ‘Emotional Growth Observation Record’ and ‘Emotion Diary,’ and conducting participate observation, interviews, and parents’ feedback, the study tries to comprehend how the teaching activity impacts students’ real life in terms of their performance of emotional creativity. The study then concludes the following points: A. In the aspect of curriculum and teaching 1. The curriculum of emotional creativity should be inclusive of an “adaptive” one and a “productive” one. 2. Videos which are likely to reflect the real emotional life are an indispensible medium for guiding students’ emotional creativity actively. 3. The instruction of emotional creativity should first be based on emotional preparation, then be developed to cultivate students’ authentic, effective and novel emotional performance. 4. From the perspective of instruction, there are three levels of guiding emotional creativity: (1) performing adaptive coping of emotion situations; (2) adopting novel methods to handle emotions; (3) handling emotions in an excellent and innovative way. 5. The evaluation of school children’s emotional creativity should take individual difference into consideration and adopt proper qualitative description to explain it. B. In the aspect of students’ learning outcome. 1. The curriculum of emotional creativity designed by the study is roughly able to provide students with good preparation for emotional creativity. 2. “Adaptive emotional creativity” instruction is helpful in increasing the effectiveness and novelty of students’ handling emotions. 3. “Productive emotional creativity” instruction is helpful in boosting students’ novelty of emotional performance. Based on the conclusion above, the study proposes a few suggestions to serve as a reference for future emotional creativity instruction and its relevant studies. Key words: emotional teaching, emotional creativity, emotional creativity instruction