A Study on Teaching Effects and Predicaments of Creative Drama Guidance Activity Program
| Autor: | Chia-Wen Tseng, 曾佳雯 |
|---|---|
| Rok vydání: | 2007 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 95 The purpose of this study was to investigate the guidance effects of the Creative Drama Guidance Activity Program (later referred to as “the Program”) on improving elementary school students’ relationships and to examine teachers’ predicaments and solutions for future reference and application on guidance activities. A Pretest-Posttest Nonequivalent-Group Design was adopted in the study. Subjects were 5th graders from Yung Shin Elementary School, Yong Kang City, Tainan County. The Program lasted for twelve weeks, conducted in Multiple Activities Class, twice a week and forty minutes each period. The collection and analysis of the data were as follows. Children Social Skills Inventory was used to collect the differences between the experiment group and the controlled group. The data was later analyzed in One-Way Analysis of Covariance (ANCOVA). To investigate the questionnaire results of the Socio-metric Status Inventory, Social Skill Assessments Software 3.X was used to process the data, and out came the results about secondary groups and individual social status. Proved and supplemented by students’ feedback and interviews, this data was used to investigate how the relationship construction had changed. As for teachers’ predicaments and solutions, a qualitative analysis was involved, where several categories and related content were produced to examine what obstacles, when using the Program, teachers might face and how they could clear away with them. The results were as follows. Ⅰ. The Program did not have significant effects on improving elementary school children’s social skills. Ⅱ. The Program did change children’s relationship construction in a classroom. It also helped achieve unity among classmates as well as improve the individual status of those who were either rejected, ignored, or misunderstood. Ⅲ. During the Program, teachers’ obstacles might form seven categories. 1. Obstacles resulting from irresistible accidents; 2. From teachers’ guiding styles; 3. From teaching activities; 4. From students’ characteristics and experiences; 5. From students’ interaction; 6. From students’ comprehension of the performance; 7. From more than two categories mentioned above. Teachers’ solutions fell into six categories. 1. Teachers handled ignored the problems ; 2. Teachers handled the problems verbally; 3. Teachers handled the problems non-verbally; 4. Tteachers treated the whole class as a power source; 5. Teachers followed the teaching content to guide the students; 6. Teachers used more than two strategies mentioned above. This author devoted a discussion to the results and offered suggestion for teaching and future studies. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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