本研究採行動研究法,探討以繪本進行幼兒和平教育教學活動教案的設計與實施歷程,以及教學活動實施後,幼兒對和平概念的成長與改變情形。教學活動教案之編擬根據文獻探討,分析出幼兒和平教育教學活動主要內涵,發展三階段六個目標的主題教學活動。以彰化縣某幼兒園混齡班共24位2.5~5歲幼兒為主要研究對象,於正式課程中,實施為期2.5個月的和平教育。透過資料的蒐集與分析,教學活動設計以及反省修正等實際施行的歷程,促進教師的專業成長與專業知能的提升,最後研究結果發現: 一、以繪本進行幼兒和平教育教學活動的實施歷程方面 (一)幼兒的和平概念在三階段六個目標的教學活動中,表現出正向的和平概念轉變。 (二)以繪本進行幼兒和平教育教學活動教案的設計與實施,是一種可行且有效的實施模式。 二、進行和平教育教學活動幼兒的改變與成長方面 (一)「服務的原則」方面:幼兒由認識自我拓展為關懷他人。 (二)「學習的原則」方面:幼兒由學習接納他人展現同理心。 (三)「宇宙庇護的原則」方面:拓展幼兒對自然環境的關懷。 (四)透過進行的教學活動,不同年齡層的幼兒有不同的改變。 三、透過教學實踐與省思提升教師的專業知能方面 (一)由行動研究的過程中,提升教師教學活動實施的能力。 (二)透過和平教育教學活動實施,提升教師對繪本的瞭解。 (三)透過教學活動實踐,師生共同建構祥和的教室。 最後,依據上述之研究結果,本研究對學校行政單位、教師與未來研究提出具體建議,以供參考。
This study was a action research which applied pictures books in peace education through the design of teaching plans and practice, and after that, how the concept of peace had changed and grown on young children. By literature review, we founded there were three processes and six purposes in young children peace education plans. A total of 24 mixed age children as objects, whose age were between 2.5 to 5 years old, in a kindergarten of Changhua, and were taught peace education for 2.5 months. The findings and conclusions were as follow: 1. Application of picture books in peace education (1) After the plan of three processes and six purposes, the concept of peace of young children had positive changes. (2)Using of picture books in young children’s peace education is practicable. 2. Change and growth in children’s behavior (1) The Principle of Service: Children developed the concerns of others from knowing himself. (2) The Principle of Study: Children developed the acceptability of others and showed their sympathy. (3) The Principle of Taking Cosmic Shelter: Children developed the concerns of the environment. (4) There were different changes for different age of children through the process of teaching activities. 3. Professional growth promoted from practicing and rethinking (1)To promote the practicing ability of teachers in teaching. (2)To promote the understanding of picture books. (3)To create a peaceful environment in the classroom from teachers and students working together. Finally, it will give suggestions for the objects of this research’s administration, teachers, and further researchers.