國中學生利社會行為故事學習之實驗研究
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2005
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Abstract
本研究的主要目的在探討實施利社會故事學習對於增進國中學生利社會行為的成效，以及了解故事學習在國中的適用性，以作為道德教育之參考。
本研究採用準實驗研究法中「不等組前測--後測設計」，樣本選取採立意取樣的方式，以研究者擔任導師的一年級班級為實驗組（40人），再選擇另一個與實驗組年齡、智力、性別比例相當之班級作為控制組（40人）。且對實驗組實施十五週的利社會故事學習課程，而控制組則無。兩組學生於實驗教學前後各接受一次「國中學生利社會行為問卷」測驗，以了解其利社會行為的改變情形。實驗組學生並接受「利社會行為故事學習意見調查問卷」以反應其對利社會行為故事學習課程的評價與建議。
本研究主要發現如下：
一、實施利社會行為故事學習能有效增進國中生的「合群」、「關懷」、「幫助」及「整體」的利社會行為表現。
二、利社會行為故事學習的效果不因學生「性別」或「家庭社經地位」不同而有顯著差異。
三、實驗組學生對利社會行為故事學習的效果及課程設計均給予正面評價
最後，研究者根據上述的發現進行討論並提出若干建議，供教學實務及未來研究上的參考。
關鍵詞：故事學習、利社會行為
The purpose of the study is to find out the effects of practicing prosocial story learning in improving junior high school students' prosocial behavior and to understand if story learning is applicable in junior high school so as to offer a reference to moral education. The study adopts the "pretest-posttest nonequivalent groups design" in quasi-experimental research. Samples come from purposive sampling. My freshmen class of 40 being experimental group, another class of 40 which has students sharing similar ages, intelligence, and ratio of genders is picked up as control group. Experimental group has taken prosocial story learning courses of 15 weeks, while control group hasn't. Both groups have taken the "Questionnaire of Prosocial Behavior of Junior High School Students" before and after experimental teaching, in order to examine their changes in prosocial behavior. Besides, students in experimental group have also taken a "Questionnaire of investigation in prosocial behavior story learning" as feedback and evaluation. Findings: 1. The practice of prosocial behavior story learning effectively reinforces junior high school students' "sociable," "concern," "helping," and "whole" pro-social behavior. 2. The effects of prosocial behavior story learning do not differ because of students' "gender" or "social economic status." 3. All students in experimental group give positive evaluation to effects and course design of prosocial behavior story learning. At last, according to the above findings, discussion is undertaken and some suggestions are offered as teaching practice and future study reference. Keywords：story learning、prosocial behavior
The purpose of the study is to find out the effects of practicing prosocial story learning in improving junior high school students' prosocial behavior and to understand if story learning is applicable in junior high school so as to offer a reference to moral education. The study adopts the "pretest-posttest nonequivalent groups design" in quasi-experimental research. Samples come from purposive sampling. My freshmen class of 40 being experimental group, another class of 40 which has students sharing similar ages, intelligence, and ratio of genders is picked up as control group. Experimental group has taken prosocial story learning courses of 15 weeks, while control group hasn't. Both groups have taken the "Questionnaire of Prosocial Behavior of Junior High School Students" before and after experimental teaching, in order to examine their changes in prosocial behavior. Besides, students in experimental group have also taken a "Questionnaire of investigation in prosocial behavior story learning" as feedback and evaluation. Findings: 1. The practice of prosocial behavior story learning effectively reinforces junior high school students' "sociable," "concern," "helping," and "whole" pro-social behavior. 2. The effects of prosocial behavior story learning do not differ because of students' "gender" or "social economic status." 3. All students in experimental group give positive evaluation to effects and course design of prosocial behavior story learning. At last, according to the above findings, discussion is undertaken and some suggestions are offered as teaching practice and future study reference. Keywords：story learning、prosocial behavior
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故事學習, 利社會行為, story learning, prosocial behavior