國民小學學生遊戲學習與道德認知發展之研究
| Autor: | 郭宗斌 |
|---|---|
| Rok vydání: | 2010 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 98 The purpose of this research was to investigate the effect of play learning in promoting the development in moral cognition for children. The researcher first discussed issues related to play theory, the development of moral cognition, and the educational function of play. He then designed a study which involved the compilation of materials for play learning and the choice of related strategies. A teaching experiment of play learning then started right after, involving 28 fourth-graders from two elementary schools as the participants. The participants, six boys and eight girls, were divided into the experimental and the control groups. The nonequivalent-control group design of the quasi-experimental method was adopted for the investigation. The Moral Judgment Interview (MJI) was employed before and after the experiment. The research data were subject to statistical analyses by using the t-test, analysis of co-variance (ANCOVA), and chi-square approach. The research results show that the experimental group outperformed the control group concerning the increase in the score of maturity in moral cognition. The former group achieved a bigger gain in the score than the latter one and their difference reached the significant level. As for the experimental group, the result of t-test showed a significant difference between their scores of maturity in moral cognition in the pre- and post-tests. The group also performed better than the control group in terms of the change in the stage of moral cognition development, as shown in the result of chi-square analyses. Based on the research outcomes, the researcher proposes several suggestions for the implementation of play learning. Teachers are suggested to develop materials for play learning which involve competition and moral implication. Materials that involve moral dilemma serve this purpose quite well. Also, teachers have to design strategies that suit the purpose of play learning by referring to theories about play and moral cognition development. The main functions of these strategies are to guide children through the process of play and competition, through which they learn the moral implications to be emphasized: fairness, empathy, mutual benefit, respect, responsibility, cooperation, honesty, justice, compliance to rules, and so on. These issues are to be put into moral dilemma situations that the teacher designs and to be learned through discussions in small group or the entire class. These measures are expected to promote the level of moral cognition for the children. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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