The Influence on the Study of Emotional Education Teaching Program Integrated with Picture Books on the Third Graders Emotional Adjustment

• Main Authors: Yi-Ying Chen, 陳怡螢
• Other Authors: Chin-Tsai Lin
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/46880216031022074600

碩士 === 國立臺南大學 === 教育學系課程與教學教學碩士班 === 103 === The study aimed to explore the feasibility of the emotional education teaching program in the elementary school, and the influence of emotional education integrated with picture books on the third graders’ emotional adjustment, and the difficulties may be encountered and the possible solution during the implementation of picture books instruction for an emotional education teaching program. To achieve the above purpose, this study adopted the “quasi experiment with non-equivalent pretest-posttest designs”. A total of 53 third -grade students, from two classes at an elementary school in Taichung city, were recruited as participants. Twenty-six students were allocated into an experimental group, and Twenty-seven students into a control group. The experimental group received a emotional education teaching program for a period of 10 weeks, 2 lessons per week, resulting in a total of 20 lessons. Pretest and posttest were delivered to both experimental and control groups before and after the emotional education program by using the “Elementary School Children’s Emotional Adjustment Scale”. The quantitative data were analyzed by one-way ANCOVA. In addition, the qualitative data were collected through learning sheet, students’ emotional notes, teachers’ reflections notes and interview record to assist the analysis of the study. Results of the study are as followed: 1. The teaching program had positive effect on student and it was feasible. 2. After the implementation of the emotional education teaching program, there are significant differences on “Emotional awareness”,” Adjustment Strategy” and ” Emotional Effectiveness”, but no significant differences on “Emotional expression” and “Emotional introspection”. 3. There are some solutions to deal with the difficulties during the teaching process. Based on the above findings, the researcher offers specific suggestions as references for further research and for elementary school teachers to teach emotional education.