Service-Learning Teaching Program Action Elementary Resource Room Students' Self-concept Study

• Main Authors: Huai-Chih Hu, 胡懷之
• Other Authors: Jun-Hua Wei
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/83292531818730288956

碩士 === 國立臺東大學 === 特殊教育學系碩士在職專班 === 102 === This study suggested that the self-concept of elementary school resource class students influenced by applying Service-Learning teaching program. In this study, we evaluated that the acceptations and the feedbacks from students’ parents and regular classroom teachers after applying Service-Learning teaching program. By observing one of elementary schools in Taichung, in which the author teaches, action research and quasi-experimental research method of single-group pretest-posttest design were used to analyze the two important variables, the students’ self-concept and the effects of applying Service-Learning teaching program. This study was analyzed by descriptive Statistics and supported by the qualitative data validation. The results were listed below: 1.The Service-Learning teaching program was suitable to elementary students who study in resource room. 2.After being taught by Service-Learning teaching program, the result of students’ self-concept didn’t show significant difference in quantitative data; however, in qualitative data, the huge progress of students’ self-concept can be observed in the interviews. 3.The evaluation of Service-Learning teaching program from the students’ parents and teachers in regular class, who participated in this project, was good and positive. As the results, this study was provided by people working in relative field some teaching and researching suggestions.