| Summary: | 碩士 === 國立臺北教育大學 === 教育學系教育創新與評鑑碩士班在職專班 === 103 === In order to enhance fourth grader’s ability of delaying gratification, the researcher
designed and implemented ‘‘delaying gratification’’ teaching program based on
delaying gratification theories and Integrative activities. This study also explored and
analyzed the difficulties the researcher encountered and solutions that came up with, as
well as her professional development and gains during the process.
The implementation period of instructional action started in March 9, 2015 and
ended in May 14, 2015, with a class of graders the researcher teaches as research
objects. Both qualitative and quantitative methods were adopted. The researcher
gathered information, evaluated her teaching results and modified her designs by using
tools such as the delay of gratification-academic questionnaire (ADOG), delay-strategy
learning sheets, classroom observation records, teaching reflections, student’s learning
and reflections.
The findings of this study were followed:
I. Students’ score in post-tests are higher than those in pre-tests in the delay of
gratification-academic questionnaire (ADOG). This indicates that students’ delay of
gratification-academic ability to enhance.
II. After analysis of qualitative data such as delay- strategy learning sheets, classroom
observation records, teaching reflections, student’s learning and reflections, it is found
that well-designed curriculums and goods guides from teachers can help students
development of these habits, which can be improved with training.
III. When designing ‘‘delaying gratification’’ teaching activities, a teacher understand
the concepts of every delay-strategy, develop concrete learning goals and establish
teaching aims. He/She can teach every delay-strategy to students with teaching
activities.
IV. When design the ‘‘delaying gratification’’ teaching program, teaching strategies
should be tied in with the basic sprits of Integrative activities. He/She then establishes
teaching goals by taking into account ability indicators set for each unit , and using
multiple teaching mode to enhance students’ ability of delaying gratification by
teaching effect.
|
|---|
