冲突情境案例教学对国小高年级学童处理人际冲突事件影响之研究
研究生:陈志升 指导教授:徐绮穗 博士

国立台南大学教育学系课程与教学硕士班
摘 要
处理学童的冲突事件,常会占老师相当多的级务时间,也影响教学成效.若要全靠教师处理学童形形色色的人际冲突,不如培养学童自行解决冲突的策略和能力.本研究之目的即是,发展国小高年级人际冲突教学案例教材,建立学童人际冲突案例教学法之教学实施程序,并於国小进行实验教学,以评估案例教材及教学实施对学童之影响.
根据研究目的,实验组接受十周冲突情境案例教学法的实验处理,为了了解学生经过案例教学后的学习效果,研究者以实验组和控制组学童课后所填写的「学童人际冲突反应量表」进行分析.另为了发展学童解决人际冲突教材,建立学童人际冲突情境教与学实施程序,分别设计课程实施中的「冲突情境解决策略创作单」;课后「学童课后案例教学教材和教学活动兴趣量表」及「学童课后自我学习检核表」,期望从学童的学习观点,了解案例教材和教学活动是否有助於学童处理人际冲突事件.本研究之结论如下:
一,发展国小高年级学童解决人际冲突教材方面:研究者在以学童日常冲突情境作为案例编写之教材,经实验组学童在课后「学童课后案例教学教材和教学活动兴趣量表」中之反应得知,其对教材认同度呈高度正向肯定.也显示教材对学童具吸引力并有高度的参与兴趣.
二,建立学童人际冲突案例教学法之教学实施程序方面:实验组学童在课后「学童课后案例教学活动兴趣量表」中,也显示能增进其专注度并能从完成案例活动中得到成就感.
三,高年级学童接受「冲突情境案例教学」后,对其处理人际冲突之影响方面:实验组学童后测的「学童人际冲突事件反应量表」之各分量平均得分均未达到显著差异.但实验组学童在「学童课后自我学习检核表」各分量表之反应中,认为从冲突情境案例教学法的教学活动中得到良好的学习成效.
研究者根据以上结论,针对学童人际冲突案教材之发展,案例教学法教与学之实施程序及未来研究等三方面提出建议.
关键字:学童冲突情境,案例,学童冲突情境案例教学,学童人际冲突事件
The influence of conflict situation case method teaching on the 5th and 6th grade in managing interpersonal relationship matters
Student:Chin-Sheng Chen Advisors:Chi-Sui Hsu

Department of Education of National University of Tainan
Abstract
According to the purpose of this study, the controlled group was under an experiment using a case based instruction method on the conflict situation for 10 weeks. The conclusion was as follows:
In terms of developing teaching materials on resolving interpersonal relationship conflicts for the 5th and 6th graders, The result of the scale on students' interest on the course also indicated that students in the experimental group were very interested in the materials and looking forward to participating in related activities.
In terms of establish the administration procedure of situational teaching on students' interpersonal relations conflicts, he result of the scale on students' interest on the course also indicated that there was an improvement on the concentration of the students in the experimental group. They were also able to gain a sense of achievement through the case based activities.

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