| 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在職專班 === 104 === When elementary school 5th graders face with pressures of imminent puberty, academic stress, and interpersonal interaction, many students feel depressed, diffident, and are bothered by interpersonal conflicts with the pressure.
The researcher adopted the action research.After the positive emotion instruction with the ethics of care approach, the author observed elementary school general 5th graders students’ learning process and found the positive emotion progress as well as the emotion expressions manifested by students.Then, the reavalidated the findings with document analysis. The author also examined the context of students’ learning and growth based on the interviews with subject teachers and parents’ feedback about their children. Moreover, the author explored students’ thoughts and feelings about their participation in curriculum design based on the opinions acquired from course feedback sheets and students’ group discussions.
Finally, based on the results, this study presents its conclusions and suggestions as follows:
1. It is feasible to integrate the positive emotion instruction with the ethics of care approach.
2. It is beneficial for 5th graders’ learning and growth when the positive emotion instruction with the ethics of care approach is integrated.
3. Students, parents, and subject teachers positively approved the positive emotion instruction with the ethics of care approach.
4. It is beneficial for educators’ reflections as well as their professional development.
Suggestions were provided to the teaching and curriculum, schools, and future study according to the results.
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