| Summary: | 碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士學位班 === 104 === Abstract
This research adopted the method of action research by using picture books as instructional material in the curriculum in order to assist the elementary second graders to solve conflicts among the peers.There were three purposes of the research：(1)Implementing the setting of using picture books as instructional material in the curriculum to solve students’ conflicts among the peers.(2) Analyzing the learning achievement of the students in the course.(3) To explore the promotion and the reflection of the researcher in the action research.
The researcher gathered and analyzed the data via observation, interviews, recordings and analyzed documents and so on to attain the conclusion as follows:
1. Leading and clarifying the concept of the value of the students by listening to the
story of picture books, discussing problems, and extending activities can help the
students solve problems in the real situation. Therefore the picture books could
be used in the course of peer-conflicts solving.
2. Using the multi-media teaching material to activate teaching and promote the
learning of the students.
3. Adding the self-editing story in the course of “worm up” to assist the students to
understand the topic and enhance the teaching goals , as well as to promote the
interaction among the teacher and students and the instructional effectiveness.
4. In the discussion of extended session, discussing the real cases which happened
in the class to disclose the conflict events, furthermore to help the students
realize how to solve the conflicts and avoid the same conflicts happening again.
5. To practice writing worksheets after the class provides the students recall and
self-reflection once again, as well as helps the teacher to adjust the teaching
strategies.
6. After implementing the course of peer-conflicts solving, the second graders had
been better performance on finding out the reasons for the conflicts and knowing
how to avoid the conflicts. But on the stage of solving the conflicts by
themselves, they needed more instructions and assistance. However, preventing
is much more important than solving, the study has been done.
7. The researcher acquired the instructional inspiration and self- promotion from
documents study, the guidance of the professor, and the intercommunication of
co-workers.
According to the conclusions of the study, the researcher would make efforts on
the direction as follows：
1. The course of peer-conflicts solving is workable and worthwhile. The researcher
has planned and included the course into the new class of the coming semester to
allow the effectiveness ongoing.
2. The researcher introduced the various teaching activities to comply with the
development of student recognition in order to reach the higher teaching and
learning achievement.
3. The time setting of lesson plan is better not too tight for some immediate
instructions.
4. The researcher designed different strategies such as grouping, individual talking,
flexible persuasion, parent-teacher consultations and the peer helping each other
for individual needs of different students.
5. Read more related references and documents, and collect more cases to enhance
self-capability for students; in addition, enrich the teaching knowledge to assure
and solidify the coming instruction.
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