| Summary: | 碩士 === 國立新竹教育大學 === 藝術教育與創作碩士班 === 104 === Abstract
In this thesis, the idea of picture books for life education is incorporated in the visual art classes for the sixth grade elementary school students. Six relevant activities are designed for twenty-three participating students, and consist of “ Dreamer “, " Show yourself ", " Director - Time Machine ", " Spread love ", " Take small steps ", and " A lot of difference between you and me ". The students begin these activities by sharing their own experience, then do some stories reading and more experience sharing as well as art creation. The activities are then concluded with comprehensive discussions and conducting related exercises.
Purposes of this study are:
1. To explore the meaning and characteristics of picture book art teaching and the issues of life education.
2. To understand the learning effectiveness and the impact of picture books art teaching on the sixth grade students' life education.
3. To investigate the reflection of the sixth grade students as well as matureness of researcher from the use of picture books for life education teaching.
This study adopted the methods of literature analysis and an action research. After a comprehensive study period, we reached the following conclusions:
1. Using the meaningful learning environment, created through life education picture book, for the teach of multi-discipline topics of "practice, experience and reflection" in arts and humanities, students can indeed increase their self-confidence and develop a positive attitude toward life.
2. The learning experience of expressing their feelings and exploring the meaning of life, guided by life education picture book art teaching, do show effectiveness and have influence on the students' “ critical thinking "," creativity potential ", and “ concepts of caring and thanksgiving ”.
3. The researcher are actively involved in the learning process of using the picture books for life education. Through this process not only students learn, but the researchers grow and learn as well. In particular, the researcher regain their enthusiasm in teaching, self worth and understand the importance of establishing understanding in teaching. Furthermore, they will put the needs of students as their priority and keep the students company, causing the students to open their heart. As a result, the students will be able to take responsibility, know how to love themselves, love others, and care for life and the earth.
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