| Summary: | 碩士 === 慈濟大學 === 教育研究所 === 105 === Abstract
This study aims to explore the progress that integrated Jing-Si Aphorism into curriculum design and implementation of Integrative Activities. Below is the aim of this study. 1. design “Life Education programs in the field of Integrative Activity” for fifth graders with integrating Jing-Si Aphorisms into their curriculum. 2. to explore the implemented process of “Life Education programs with integrating Jing-Si Aphorisms in the field of Integrative Activity”, the method of assimilating Jing-Si Aphorisms, the encountered problems, and the strategy of solutions. 3. o analyze changes of students’ attitude in life education after implementing “Life Education programs with integrating Jing-Si Aphorisms in the field of Integrative Activity”. 4. to reflect the professional development of researcher in curriculum designing and teaching practicing.
This research adopts the dynamic method with 11 students (6 boys and 5 girls) of 5th grade in a Hualien elementary school as the objects. Research tool is based on lesson plans “Glory of Life” curriculum, and included Children’s Life Attitude Scale, Observated Records in courses, worksheets, course’s video recording, interview outlines, reflective journals, interview methods, and so on. After data collection, to complete collating quantitative data and analyzing qualitative data. The results of this study are as below:
1. The spindle of this study of the curriculum design is based on respecting the changes of life and appreciating the value of life. Take the learners as the center, to help students explore the value of life by respecting and loving themselves. To cultivate the ability of social communicative skills, and to understand the relationship of community of life is between people and the natural environment.
2. The Curriculum implementation process is divided into four topics: “Four Seasons of Life”, “Who am I”, “Life Force”, and “Cherish Life”. Problems faced in the curriculum implementation is :
(1) The students need to practice expressing themselves more on stage.
(2) The students must to strengthen their team work attitude.
(3) To explore the meaning of Jing-Si Aphorism.
(4) Be more careful about managing time of the course.
Adaptive strategies are below:
(1) Teachers needs to assist, and give positive feedback at the right time.
(2) Teachers should create a learning environment for students, divide work properly , and give the positive appreciation.
(3) Let students choose the suitable sentences of Jing-Si Aphorism, and make them can express their ideas freely.
(4) Teachers should take a hand in students’ discussions or increase curriculum time.
3. The life attitude of all the students about “someone and himself/herself”, “people and others”, “human and the natural environment” has improved after the implementation of life education courses.
4. Teaching reflections on the implementation of the curriculum are its content should be new and interesting, and be linked with the background and the experiences of the students’ life. Teachers should control the time well, and remind the students in time when doing group learning.
In the end, based on the result of this study as above, to give recommendations to the teachers of life education and the further researchers.
Key words: Integrative Activities Area of Elementary School, Life Education, Jing-Si Aphorisms
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