| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 100 === The purpose of our study is designing a suitable experiential learning program to improve the care ability of third grade students in the elementary school and investigating the impacts this program will give on the students in their care attitude and behavior after implementing it. We have four research purposes:
1. Analyzing the implementing process of experiential learning program.
2. Designing and developing the effective experiential learning program to improve the care ability of third grade students in the elementary school.
3. Exploring the change of the care ability of students.
4. Describing the achievements and difficulties in the implementation of experiential learning program.
We define the word “care” in five core concepts: concern, empathy, goodwill, help and generosity. Our research process is going through the 4-stage experiential learning cycle, including concrete experience, reflective observation, abstract conceptualization and active experimentation, by taking five themes of teachings deriving from five core concepts. The implementing objects of this process are the 28 third grade students teaching by the researcher. In the process, we investigate the effectiveness of experiential learning program when applying to the development of the care ability of students in the light of the information we gathered in the way of observation, interview, documental analysis, teaching note, self- organized care attitude scale, etc. The findings are as follows:
1. The implementing process of experiential learning program enables students to be willing to learn care by doing.
2. In the “Experiential learning program for the observation of thinking with care heart”, we divide the courses into five core concepts to go through the process of 4-stage experiential learning cycle.
3. The experiential learning program can improve the care ability of third grade students in the elementary school.
4. The action process of experiential learning program implementation provides a professional growth to the researcher.
At last, according to the findings, we will give the suggestions in accordance with the designing of the teaching activities and teaching strategies as a reference for the researcher in the field of experiential learning and care courses.
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