An Action Research on Implementing an Instructional Program of PictureBooks to Solve the Peer Conflicts for the Elementary Second Graders

• Main Authors: Chen, Li-Hung, 陳麗紅
• Other Authors: 葉興華
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/93318554046021441299

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.