A study of the transformative learning of the members of the story-telling group on family interactions~With the story-telling mother's volunteer groups in Science-City-Community University in Hsinchu City for example
| Autor: | Lee shihying, 李世英 |
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| Rok vydání: | 2006 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 94 A study of the transformative learning of the members of the story-telling group on family interactions ~With the story-telling mother's volunteer groups in Science-City-Community University in Hsinchu City for example Guide a professor: Hwang ming-yueh Graduate student: Lee shih-ying Abstract The purpose of this research aims to understand the transformative learning of the members of the story telling groups on family interactions after participating the training curriculum. The major purposes of this research .are as follows: 1.Understanding the change of the family interactions of the story group members. 2.Understanding the transformative learning of the story group members on family interactions 3.Understanding the relevant factors of the transformative learning of the story group members .on family interaction 4.Providing the story group with teaching suggestions such as practical operations curriculum and etc. For achieving above research purposes, the researcher used the story-telling mother training group in Hsinchu city Science-city-community university as the research sample. Seven female learners that fit the requirement of this research were attributively interviewed. The first thing to find out through the individual cases’ analysis is to understand if the change happens in the story group members’family interactive relationships. Finding out if they applied what they learned from the interactive group experiences to the family relationships. Following with discussions on the research results and ends up with conclusions. Suggestions are to be made towards the organization that held the story group taining curriculums, the teachers and the development of the group teachers. According to the discussion of the research results, the conclusions are as follows: 1.The changes of the family interactions, the contents, methods, the attitudes on the process and the behavior changes of the affections of the story group members after the group learning. 2.After the group learning, the story group has positive changes and applications on the family interaction purpose, contents, methods and attitudes. That means the focus on the interaction processes but not the results；the interaction quality but not speed；they appreciate each other rather than criticize each other；transforming from power conductions to reciprocal of each other. 3.The effective curriculum design about the family interaction purpose, contents, methods and attitudes are as following: （1）Multiple interaction scenario teachings； （2）The application of the multiple curriculum and DIY media database developments； （3）Arrangements of the multiple environments； （4）Arrangements of the a series, fixed and continual discussion time. According to above conclusions, suggestions are as follows: 1.Institues and community college should constitutes a story training system. After series of discussions ended, clubs of different attributes should be consisted. Periodical service learning should be conducted in different institutes simultaneously. Big scale of story-telling activities and traveling shows should be conducted. Integrate the community learning system according to the area requirement of the community. 2.Story-telling curriculum teachers should conduct introspection and suggestions often. The time may be prolonged per class durations. The contents of the curriculum may merge-in the multiple intelligence, understanding and group discussions. The practice of learning should be arranged in the extended activities. 3.The story group teacher development should include adult education related trainings. They should receive student counseling trainings, creativity trainings and familiar with applications of all sorts of story themes. 4. The following researches could be focused on different “teaching models”, different “learners”, and different “teaching time”. Pros and cons of story group learning models, or establish multiple clubs after the curriculums, and conduct service learning in different institutes simultaneously or collocate with community service activities to observe the theory and particle execution performances. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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