以動物保護為軸之國小中年級生命教育課程行動研究

外文標題: 
The Action Research on Life Education Curriculum by the Animal Protection Concept for 4th Grade Students in Elementary School
出版年份: 
2012年
主題類別: 
摘要: 

研究旨在以動物保護為軸,發展適合國小中年級學生的生命教育課程,並探討生命教育課程的實施歷程以及學生的學習成果。
本研究採行動研究法,將親身的教學經驗與協同研究者一同進行課程設計,自2011年10月至2011年12月於桃園縣蘆竹鄉綠意國小對四年甲班19位學生,進行為期三個月的生命教育課程教學行動研究。透過參與觀察、訪談、學生的文件分析與研究者的文字記錄等方式,來進行資料的蒐集與整理,並以三角校正方式提升研究信效度。研究結果發現:
一、以動物保護概念為軸,發展國小中年級生命教育課程方案具可行性。
二、以生活經驗為中心的課程設計與多元的教學方式豐富學生的學習歷程。
三、生命教育課程實施成效顯著:學生在保護「同伴動物」、「表演動物」
與「野生動物」方面抱持積極正向的態度;在「生命」方面體悟出「生而平等」的想法。
四、生命教育課程獲得學生與家長的肯定。

外文摘要: 

By adopting the animal protection concept as the theme, this study is intended to ejplore a life education curriculum that was suitable for 4th grade students in elementary school. It further explores on the implementation process of the life education and learning result from students. Action research method was applied, a co-researcher gave advices and feedbacks regarding teaching experiences of life education curriculum, and nineteen research participants were 4 th grade class of an elementary school in Lu-Chu Township, Tao-Yuan County. The Action Research lasted for a period of three months analysis on a life education curriculum. Through methods of participation and observation, interviews, document analysis of students, and record of the researcher; data are collected and organized. Also, the researcher use triangulation to data to improve reliability and validity of this study. Then it is further been induced and analyzed in accordance to the research objective. The conclusions of this study showed as follows:
1. By adopting the animal protection concept as the theme part, the proposal of explore a life education curriculum for 4th grade students in elementary school is feasible.
2. Using life experiences as the center of curriculum design and dynamic teaching methods, it enriches the learning process of students.
3. It shown significance on the implementation of life education curriculum; students possesses active and positive attitude on protection of “companion animal”, “performance animal” and “wild animal”. In the aspect of “life”, students learnt the idea of “born with equality”.
4. Life education course is supported by students and parents.
Finally, suggestions to relevant government authorities, teachers in the education field, and serve as literature review for further studies on the subject were also discussed.