Action Research on Cultivating in Fourth graders’ Abilities of Solving Peer Conflicts through Experiential Learning

• Main Authors: Li-Chen Yeh, 葉麗貞
• Other Authors: Sheng-Hsiao Chung
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/34903931951594575863

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 102 === The research, whose core is experiential learning, aims to develop the ability to solving peer conflicts. The curriculum is focused on improving students’ abilities to distinguish, accept, and solve conflicts via experiential learning. This research, whose objects are fourth graders in one school in Taoyuan , adopts action research method, conducting 30 classes which consist of nine units. The teaching process includes three patterns, i.e. “experience”, “ reflection”, and “application”. The learning strategies used in the process are experiential activities, story-telling, discussion, and role-playing. The four aspects of the research are respectively the recognition of conflicts, emotion-control, appropriate verbal communication, and learning to be an arbitrator. The researcher concludes that: 1.The curriculum designed for experiential learning helps the students develop the ability to solve conflicts among peers. 2.Among the conflicts happened to the fourth graders, inappropriate wording and bad emotion-control are the major factors. The most challenging part, when it comes to learning, is dealing with conflicts with appropriate wording. 3.Only few students can learn to be an arbitrator. 4.After the curriculum is conducted, the majority of the students are able to communicate and compromise to cope with conflicts. This proves that the students have improved their conflict-solving abilities. 5.Each student differs when it comes to learning conflict-solving abilities. To better deal with difficulties likely encountered in future related studies, the researcher concludes the research with some suggestions.