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Rainbow “Self and Other” Curriculum
This research aims to figure out whether taking life education or not makes a difference to the self-concept of elementary school students. Comparing the differences in relation to distinct variables, I would further explore how the Rainbow “self and other” curriculum influences the self-concept of students. I design my questionnaire in Tennessee Self-Concept Scale and distribute it to the fourth, fifth, and sixth graders in elementary schools. According to the result of the questionnaire survey, I interview five experienced volunteers of life education. This research adopts a qualitative and quantitative method: The first part is the statistical analysis of the questionnaire survey. This analysis helps me both understand different self-concepts of elementary school students who take life education or not and explore these differences in relation to distinct variables. The second part is my semi-structured interview of five volunteers who lead the Rainbow “self and other” curriculum in elementary schools. Through the interview, I’d know their responses to the results of the questionnaire survey and examine the influence of the Rainbow “self and other” curriculum on students’ self-concept. Collecting and analyzing questionnaires and interviews, I draw my observations as follows: I. Whether taking life education or not, elementary school students show no obvious difference to their “physical self,” “moral-ethical self,” “personal self,” “family self,” “school self,” and “self-concept in a whole.” The difference lies only in their “social self.” II. Life education makes noted difference to sexes regarding the “moral-ethical self” of students. As for the “physical self,” students who do not take life education differ more on sexes than those who take life education. III. Life education also makes plain difference to different graders concerning the “family self” of students. As for the “school self,” students who do not take life education differ more than those who take it. IV. Taking life education does not make patent difference on students’ self-concept regarding their birth order. As for the “self-concept in a whole,” only those who take life education show great difference in relation to their birth order. V. Volunteers of life education have crucial influence on students’ self-concept if they conduct the Rainbow “self and other” curriculum. I hope the results of my research as listed above provide useful suggestions for life educators, schools, the education administration, and parents as well as contribute to the future study.
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