Action Research on the Effect of Using the Five-upright Orthodox Calligraphy Instruction to Cultivate Pupils’ Virtue and Calligraphy Skill

• Main Authors: Yu-Shia Fang, 方玉霞
• Other Authors: Sheng-Hsiao Chung
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/06146932117988477468

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 100 === This research focused on the effect of using the Five-upright Orthodox Calligraphy Instruction to cultivate the pupils’ morals in the elementary schools. A two-stage teaching design, which covered 20 weeks, was applied to 14 students in the 3rd grader of a private primary school in Taipei. Accompanied with regulative brush-writing skills, the learning objectives of the 1st stage were focused on realizing the basic behavior virtues of “the Five-upright Orthodox Calligraphy”, which were named as “Calligraphy-Writing-Virtues”, namely uprights in 5 domains: body, brush-manipulating, heart, mind, and thought. The learning objectives of the 2nd stage were focused on using the achieved Five-upright calligraphy ability and virtues in writing and behaving in daily lives. The program was conducted with 2 sessions each week and each session 40 minutes. Action research method was adopted to satisfy 2 folded purposes. One is to modify the original teaching model to make the model more acceptable. The other is to explore the effect of the teaching method. The main findings are as the followings: 1.As for the effect of instruction, the pupils’ calligraphy writing abilities, which were evaluated through writing both 1-word and 28-word, differ before teaching and afterwards significantly (p<.01). 2.Based on the feedbacks of teachers concerned, peers and parents, the students’ calligraphy writing behaviors were improved. 3.Through “the Self-reflective Five-upright Orthodox Calligraphy Sheets”, the students’ progress in the Calligraphy-Writing-Virtues, which were further phrased in modern vocabularies as “clearness”, “respect”, “concentration”, “patience”, “caring”,and “beautifulness” could be significantly identified. 4.The program seems to be proper to the 3rd graders. It can be further explicated in three points: (1)The teaching contents were suit to the students’ cognitive levels and abilities. (2)The interaction between teacher–student and student-student were excellent. As a result, the students’ relationships with the other persons were improved as well. (3)Students like the courses and are looking forward to take part in the course to further their calligraphy learning. Based on the findings of the action research, some suggestions were proposed.