Promoting the group cohesiveness by means of adventure education—an action research on the fifth-grade class

• Main Authors: CHEN YA HUI, 陳雅惠
• Other Authors: 詹惠雪
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/56094898878898418890

碩士 === 國立新竹教育大學 === 人資處課程與教學碩士班 === 100 === Abstract Adopting action research method, the study aims to develop instructional design in the classroom on the ground of adventure education and employ such a design into managing a fifth-grade class, so as to explore the process of the execution and any problems involved, and observe the direction of change regarding the cohesiveness of the class. The implementation duration encompasses 2 semesters, with 17 activities and 38 sessions. Four purposes of research are as follows: first, to formulate an adventure education program (referred to as the Program) that are suitable to fifth-graders; second, to explore the process of the execution and any problems involved; third, to evaluate the performance and cohesiveness of the class after the implementation of the Program; and fourth, to understand the thinking and professional growth of the researcher after the implementation of the Program. The research results are as follows: 1. Regarding the development of the Program: It is appropriate to combine adventure educational activities with class management, so the goals of class management can be included in the adventure education; furthermore, the virtual and imaginary scenarios in textbooks are replaced with practical experience activities, and through transfer of learning, the knowledge can be applied to future’s life and the scope of learning. 2. Regarding the process of the execution: Be cautious when team contests are conducted. Full value contracts can be applied to pupils, on condition that the strategies are altered to meet their needs. The encouragement and praise from teachers and peers should be the key to facilitating cooperation and cohesiveness among students. Moreover, regular feedback and sharing shall be undertaken in a more diversified way, so as to encourage pupils to share what they think and to take part in all sorts of activities. 3. Regarding student performance: When adventure education is incorporated into class management, the cohesiveness of students in work and social interaction increases. 4. Regarding the researcher’s thinking and growth: The teacher takes helm of the instructional development in the beginning; yet during the course of execution, the teacher gives the leading voice back to the students; that is, a teacher shall be patient with students in the course of growth. In summation, the researcher, according to discussions and research results, proffers suggestions for the educational agencies, school’s events and instructional activities as well as the direction for future’s research. Keywords: adventure education, cohesiveness, action research