A Study on the Influence of Life Education Curriculumon the First Graders’ Self-concept and InterpersonalRelationships

• Main Authors: Fu-chi Wen, 溫馥綺
• Other Authors: Mei-Chun Yin
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/10216249556040454040

碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 99 === The purpose of this study is to explore the immediate and sustained influence of life education curriculum on the first graders’ self-concept and interpersonal relationships; furthermore, this study attempts to understand the students’ responses toward the curriculum so as to promote the growth of teachers in teaching and to offer specific recommendations based on the findings.This study employed quasi-experimental method of “.nonequivalent pretest-posttest control group design” Participants were 24 first graders at Rainbow Elementary School in Tainan. The experimental group of 24 first graders received eight weeks, eight units, with a total of sixteen hours of experimental curriculum. Using the research tool derived from Wan-Jing Huang’s (2007) "First Graders’ Self-concept Scale" and “First Graders’ Interpersonal Relationships Scale,” the researcher conducted pretest, posttest, and delayed test. Quantitative data was gathered and then went through ANCOVA analysis and independent sample t test in order to test the immediate and sustained influence of experimental curriculum. In addition, study sheets, unit feedback forms, and course opinion surveys were gathered as qualitative data to supplement the analysis of the curriculum’s effectiveness. The followings were the conclusions of this study: 1. After the implementation of the experimental life education curriculum, there was an immediate influence on students’ self-concept and interpersonal relationships in the experimental group. 2. After the implementation of the experimental life education curriculum, there was a sustained influence on students’ self-concept and interpersonal relationships in the experimental group. 3. Students in the experimental group responded positively and affirmatively to the experimental curriculum, with great satisfaction. 4. This study promoted the reflection and growth of the researcher in teaching. Based on the conclusions, this study offers specific recommendations for curriculum designs, educators, parents, schools, and future studies in order to provide references for future implementation or study of life education.