An Action Research for Promoting Students’ Caring Consciousness for the Ocean by Marine Literature

• Main Authors: Chih-Ting Lee, 李智婷
• Other Authors: Chin-Kuo Wu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/42854511667813460165

碩士 === 國立臺灣海洋大學 === 教育研究所 === 99 === The study, by action research,plans a six-month course of marine literature for 31 students in Grade 9 to enhance their marine caring consciousness, collects the research data by observation,interviews, questionnaires, document-analyzing, and researcher’s reflective records, and obtains the conclusions in three aspects: In the “curriculum design” part, 1.The students’ learning interests could be raised if diversified materials are used to highlight the importance of the research subject. 2.The students’ caring consciousness could be stimulated if the contents of marine literature are connected to the caring subject. 3.It could help the students think in multi and different ways if various situations are provided. 4.It promotes the teaching ideas if the parents could join and learn together with their children. 5.The extensive teaching activities should strengthen the subjects of marine literature. 6.The orderly curriculum design could provide a complete learning process for the students. In the “teaching process” part, 1.The appreciation of literary works could increase the students’ literary degree and appreciative ability. 2.The learning and discussion in the team work could cultivate the student’s positive attitude and values. 3.The related activities could help the students build up their caring consciousness. 4.The experiences in touch with the ocean could help the students express their caring consciousness for the ocean. 5.Practical feedbacks could strengthen the students’ learning motives. In the “learning results” part, 1.The appreciation in marine literature leads the students to understand and care about the core concepts with empathy. 2.The experiencing activities elicit the students’ empathy and commitment of the core concepts of caring. 3.The priority in the core concepts of caring results from the accumulation and expression of emotions. 4.The mutual inclusions and influences exist among the core concepts of caring. 5.The students’ expression in caring consciousness would grow with the courses. 6.Participation in the caring actions could enrich the students’ local affection.