An Action Research on The Implementation of an Emotional Education Curriculum for Talented Music Students in an Elementary School

• Main Authors: YI-TSU TSAI, 蔡依足
• Other Authors: 何俊青
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/pcyfr7

碩士 === 國立臺東大學 === 教育學系(所) === 98 === An Action Research on The Implementation of an Emotional Education Curriculum for Talented Music Students in an Elementary School YI-TSU TSAI Abstract Peculiar adaptive issues exist for music-talented students on the learning process and mental attitude, which in turn, lead to emotional pressure, consequently influencing self-concept, self-development and interaction with people. Emotional education is indispensable in educating talented students, and in this research I hope to understand the implemented conditions of emotional education for the music-talented class in the sixth grade from Hsiao-Ma Elementary school through the method of action research. The objectives of this research include the following four points: I. To analyze the sources of emotional pressure encountered by talented music students in elementary schools during the process of learning. II. To search and plan appropriate teaching activities related to emotional education for the class. III. To carry out the action plan of reflecting the progress of emotional education for the class. IV. To evaluate and to reflect the result from the action plan of emotional education for the class. The music class in the sixth grade from Hsiao-Ma Elementary school has experienced the practice of emotional education for one semester, which draws the following conclusions: I. With the in-depth interviews and analysis, it can be found that the sources of learning pressure encountered in the learning progress for the music class in sixth grade from Hsiao-Ma Elementary school come from three aspects, which are summarized as school learning, family education, and self-perception. II. The arrangement and design of the action plan for the emotional education courses involved five processes: to construct the content and structure of emotional education course, to confirm the goal of emotional education course, to establish the course content and to plan and to modify teaching activities. These are derived from the analysis of the emotional pressure encountered by students in the sixth grade music class during the progress of learning, as well as the Theory of Positive Disintegration by Dabrowski (1964), in addition with the Emotional Intelligence Theory from Salovey and Mayer (1997) and Goleman (1998) as well as studies of domestic experts and scholars. III. Within the progress of carrying out the action plan for emotional education, three action plans were implemented, including diverse emotional education teaching strategy, a variety of learning materials, and emphasis on parent-teacher cooperation to come up with a feasible implementation method depending on the action strategy. IV. By action research, it is confirmed that emotional education can not only improve problems that students face with learning, emotional stress, but also have positive change in the "formation of self-concept, emotional management, the building of inter-relationship, values clarification, career planning, self-integration and realization, the self-promotion and caring for societies." In the end, the results from this research are to propose suggestions and thoughts for teachers teaching talented classes, or teachers who are willing to promote emotional education, in order to offer an additional reference for teaching students. Keywords: Music talented class, learning pressure, emotional education, action research.