頁籤選單縮合
題名 | 快樂故事和悲憫故事教學對提升國小學童正向情緒之影響研究=The Compassionate Story to Improve the Positive Emotion and Well-being among the Elementary Graders |
---|---|
作 者 | 高美慧; | 書刊名 | 教育研究論壇 |
卷期 | 4:2 2013.06[民102.06] |
頁次 | 頁225-242 |
分類號 | 521.18 |
關鍵詞 | 快樂故事; 悲憫故事; 故事教學; 正向情緒; 國小學童; Happy story; Compassionate story; Story instructions; Positive emotion; Well-being; Elementary grader; |
語文 | 中文(Chinese) |
中文摘要 | 本研究之主要目的在於探討「快樂故事和悲憫故事教學」對提升國小學童之正向情緒之立即效果與延宕效果。研究對象為臺南市某國小四年級三個班,一班實驗組A實施快樂故事教學,一班實驗組B實施悲憫故事教學,另一班為控制組,共88位學生,採不等組之準實驗設計。研究工具以常雅珍(2005)編製之「國小學童正向情緒量表」進行測量,所得資料依據研究目的進行相依樣本t檢定和共變數分析。本研究的發現如下:一、國小四年級學童接受「快樂故事」教學後,在正向情緒的改變有立即效果,但沒有延宕效果。二、國小四年級學童接受「悲憫故事」教學後,在正向情緒的改變沒有立即和延宕效果。三、國小四年級學童接受快樂故事和悲憫故事教學後,正向情緒的後測差異在「愉悅」和「整體正向情緒」量表,為快樂故事組優於控制組;延後測的差異在「知足」和「自信」分量表,為快樂故事組優於悲憫故事組。 |
英文摘要 | The main purpose of this study was to implement the instant influences and the suspend influences on the instructions of the happy story and the compassionate story to the positive emotion among the elementary graders. The objects of the study were three four-grade classes of an elementary school in Tainan. The experiment group A carried out the instructions of the happy story. The experiment group B carried out the instructions of the compassionate story. The eighty-eight students in the experiment group took the nonequivalent quasi-experimental design. The quantification research data were analyzed by Ya-Jane Chaung's ”Children's Positive Emotion Inventory” and the Paired-Samples t Test and Analysis of Covariance were used to analyze to the collected data. The results of the study were concluded as follows: First, after the instructions of the happy story among the four-grade elementary students, the results of the positive emotion of the students indicated they had immediate effects, but no delayed effects. Second, after the instructions of the compassionate story among the four-grade elementary students, the results of the positive emotion of the students did not indicate they had both immediate and delayed effects. Third, after the instructions of the happy story and the compassionate story among the four-grade elementary students, the results of the positive emotion showed the differences on ”the pleasure” and ”the entire positive emotion”, and the happy-story group was better than the control group in post-test; the differences on ”the contented mood” and ”the confident mood”, the happy-story group was better than the compassionate-story group in the delayed effect. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。