Abstract
This report describes an action research project that was designed to determine the effect of using the moot court of class and relative teaching activities in the elementary school, especially on students¡¦ law-related knowledge and other relevant influences.
By founding the moot court of class, the purpose of the research was to give students law-related knowledge and establish classroom rules through the arbitration and public justice of the third-party advisor. In the process of participating public affairs, students learned to know the difference between right and wrong, developed the moral qualities full of respect and forgiveness, and then promoted students¡¦ ability on critical thinking and self-reflection at the same time. The model increased the function of self-governing activities in the class, reduced the amount of time and frequencies for the teacher to deal with students¡¦ arguments, and finally achieved the aim to help students follow rules, promote students¡¦ learning results and the teacher¡¦s teaching effect. Through the strategies used to help students correct their own interpersonal interaction styles, students could be accepted by the whole group and became one important group member. The model fulfilled the three education goals¡Xteaching, integrating into lives, advising and correction.
According to data analysis and observation, the major findings of this research were as follows.
1. The events and causes of students¡¦ arguments did not change a lot with time and places.
2. Students liked to participate activities in the moot court of class. The atmosphere was serious but warm.
3. Procrastination changed the way how students faced conflicts and reduced the interruption on the teacher¡¦s teaching process.
4. The function of the moot court of class was to solve conflicts, and then counseling strategies were use to lead the thought and improve behavior.
5. The model had positive effect on students¡¦ self-reflection and critical thinking.
6. Under the suitable model, classroom rules didn¡¦t have to be made right after the school year began.
7. The third-party advisor was helpful to complete communication, and made the arbitration to good effect.
8. The arbitration in a group had positive influence on students¡¦ self- discipline.
According to the research results, the suggestions for educators were as follows.
1. Give students opportunities of expressing themselves in writings to balance the function of oral communication.
2. Use Homeroom Teacher¡¦s Time well to put law education into practice in daily life.
3. Make the disciplinary policy in cooperation between the teacher and students. Notice the power of the teacher to avoid indulgence.
4. Keep teaching records, and adjust according to students¡¦ needs.
5. Make reference to law-related websites to combine life with learning.
6. Use counseling strategies properly to help students perceive knowledge and carry it out in daily life.
7. Communicate the ideas of class management with students¡¦ parents to avoid any misunderstandings.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0726105-100936 |
| Date | 26 July 2005 |
| Creators | Weng, Jui-mei |
| Contributors | Pei-I Chou, De-Long Fang, Ding-Ying Guo |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726105-100936 |
| Rights | unrestricted, Copyright information available at source archive |
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