An Action Research of Using Positive Thinking Strategy to Enhance Visual Art Teaching for Fourth Graders
碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 105 === People usually have negative attitude toward things due to many social cases in recent years. Besides, with low birth rate and more and more disadvantaged families, most children have difficulties in facing frustration, not knowing how to take care of other...
| Main Authors: | , |
|---|---|
| Other Authors: | |
| Format: | Others |
| Language: | zh-TW |
| Published: |
2017
|
| Online Access: | http://ndltd.ncl.edu.tw/handle/7cgs92 |
| Summary: | 碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 105 === People usually have negative attitude toward things due to many social cases in recent years. Besides, with low birth rate and more and more disadvantaged families, most children have difficulties in facing frustration, not knowing how to take care of others, not having fully confidence in themselves or not drawing pictures for future. The researcher has expected to transform children negative attitude into positive one in order to enhance their positive thinking by using therapeutic art to ease their pressure. It is expected that children change their lives with positive thinking.
The experiment was adopted action research. The context in this study was in Dream Elementary School in New Taipei City. The subjects were fourth graders. They received the program of using positive thinking strategy to enhance visual art teaching. The experiment was conducted nine weeks (a total of 18 periods). The program was included a variety of learning activities and artistic creations which were related to students’ daily life in order to enhance their sense of positive and the ability of creating. The data collected from the teaching process and the analyses.
The major findings are as follows:
1. Positive thinking included three aspects: self-belief, interaction with others and social concern.
2. The implementation of positive thinking strategy had to integrate with students' life experience and create a positive teaching atmosphere.
3. The implementation of positive thinking strategy could enhance learning efficiency and the ability of positive thinking for elementary school students.
4. Multiple assessments should be implemented in the program of using positive thinking strategy to enhance visual art teaching.
5. The implementation of positive thinking strategy has helped teacher’s growth and introspection.
|
|---|