運用故事討論教學進行國小三年級學童同理心學習成效與影響之行動研究

The Action Research in Empathy Learning Effectiveness and Influence of Story-discussion Teaching on Third Grade Elementary School Students

蔡念筑(Tsai Nien-Chu)

指導教授 ： 林巧敏

國立政治大學/文學院/圖書資訊學數位碩士在職專班/碩士(2022年)

https://doi.org/10.6814/NCCU202200533

摘要

本研究旨在探討運用故事討論教學進行國小三年級學童同理心發展的教學歷程與成效。本研究以桃園市某國小110學年度三年級某班，共29名學童為研究對象，接受每週兩節課，共十週的同理心故事討論教學，探討同理心故事討論教學實施歷程以及對於學童同理心之學習成效與影響。
本研究採取行動研究法，使用兒童同理心量表作為客觀分析基礎，分別於故事討論教學前、第一輪故事討論教學後和第二輪故事討論教學後，針對研究對象實施測驗;過程紀錄則透過觀察省思紀錄表和成員訪談大綱，作為質性觀察的分析資料。
研究結果發現:(1)研究對象在實施同理心故事討論教學後，其兒童同理心量表中、後測的平均數明顯高於前測，表示故事討論教學能夠提升國小三年級學童的同理心學習成效;(2)故事討論教學的課程設計，應選擇學童較少接觸且具故事情節之繪本，並搭配多元延伸活動;(3)應滾動式修正故事討論教學的課程設計與教學方法;(4)提升學童的同理心可以增進人際關係，並有助於班級經營。

關鍵字

故事討論教學 ； 同理心 ； 閱讀教學

並列摘要

The purpose of this study is to explore the teaching process and effectiveness of using story-discussion teaching to develop empathy among third grade elementary school students. This study focuses on third grade students from an elementary school in Taoyuan city. Twenty-nine students were selected as the subjects, and participated into the Story-discussion Teaching two lessons every week, ten weeks in total.
By using the " Children's Empathy Scale" as the investigative instrument, this study conducted a pretest before story-discussion teaching starts, after the first round of story-discussion teaching and after the second round of story-discussion teaching. During the process, outlines for participant interviews and post-observation reflection were also taken into account for qualitative observation.
The key findings of this study are listed below:

(1) After these students participated into story-discussion teaching, their posttest scores were obviously better than the pretest scores on the Children's Empathy Scale. The result reveals that story-discussion teaching can significantly improve empathy learning effectiveness of these third graders.

(2) The curriculum design of story-discussion teaching should select books with story plots that students have been rarely touched, and match with multiple extension activities.

(3) Curriculum design and teaching method of story-discussion teaching should be revised in rolling wave planning.
(4) Improving empathy can improve relationship and help with classroom management.

並列關鍵字

Story-discussion teaching ； Empathy ； Reading instruction

參考文獻

王秀文(2009)。故事討論對國小學童社交技巧影響之研究(未出版之碩士論文)。國立東華大學，花蓮縣。

王芷鈴(2020)。幼兒閱讀討論教學之行動研究(未出版之碩士論文)。私立樹德科技大學，高雄市。

王雅君(1998)。讀書治療團體對兒童同理心輔導效果之研究(未出版之碩士論文)。國立臺南師範學院，臺南市。

王萬清(1999)。讀書治療。臺北:心理。

白純瑜(2014)。DRTA 閱讀策略對國小學童童話故事預測與推論理解能力之行動研究(未出版之碩士論文)。國立臺中教育大學，臺中市。