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As Histories Enter into the Heart: An Action Research on the Effects of the Curriculum Design of Affective Education on Junior High School Students of Schools for the Hearing Impaired
students of the schools for the hearing impaired
The subject of the research presented in this paper is to explore the effects of affective education curriculum designs on junior high school students in schools for the hearing impaired. In conducting this research, the “action research” method was adopted, foregoing traditional chapter names with a view to conveying a growing reflection process which is full of affection. The curriculum design is divided into two stages. The first stage is based on social science texts, integrating it into the affective education in order to bring students closer to the history. The second stage is taking historical figures as role models for students; in this stage the students can consider the ways in which their personalities are similar or different from the personalities of historical figures. This provides the students a way to maximize their advantages and reflect upon their disadvantages. Through these two stages, I hope to help students build up their values and outlook on life. In this research, I found that there are three materials which are suitable for designing affective education. First, the materials may include the inventions, systems, concepts, and so on, which have been used from ancient time to today. This way is closer to students’ life experiences. Students are more likely to resonate with and enter into the experience of things which we typically use today. These things contain the hard works of the ancients. Second, the materials may include the major decisions made by ancient people. This enables students to try to understand the backgrounds, intentions, and difficulties behind the decisions made through empathy. Third, if historical figures and students have similar personalities, this will cause the students to feel close to them. The wisdom of historical figures provides excellent examples of modeling learning, which could aid students’ self-reflection and growth. Through one academic year of research, by adopting various teaching methods—including cooperative learning, role-play, dialogue between the past and the present, and modelling learning—to design and implement the curriculum, we found that students are not merely listening passively, but also learning actively. By carrying out in-class discussions, students can quietly think and produce deeper, and more creative ideas. In addition, a curriculum which is closer to human life experiences and full of fun could make learning more enjoyable for the students and reduce behavior problems.
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