Dramatic Play as a Means of Developing Primary School Students’ Self-concept 戲劇性遊戲作為發展小學生自我概念的途徑
Abstract
In this paper the role of dramatic play was examined as a means of developing primary school students’ self-concept. A research study was conducted in 8 public primary school classrooms. The data collected were from 141 children aged 8 to 11 (66 boys, 75 girls) in an experimental process of pre and post testing, using Harter’s scale of measuring self-concept. Statistical analyses of the research data revealed that: (1) dramatic play activities have positive effect on the reinforcement of the primary school students’ self-concept and (2) the positive influence of dramatic play is not related to the age of students since the research expectations were finally confirmed in all research samples. Thus, more attention should be paid to a dramatic play-based curriculum in primary education if a child’s self-concept development is to be facilitated.
Keywords: Research Study, Children, Primary School, Dramatic Play, Self- concept
本文檢視戲劇性遊戲對於發展小學生自我概念的途徑。本研究以八間公 共小學的課室為研究範圍,研究數據來自 141 位由八歲至十一歲的兒童 (其中 66 人為男童,75 人為女童),利用赫特量表去量度研究對象的 自我概念。而本研究亦採用了實驗過程方式以比較研究對象在實驗前及 實驗後的分別。經過對本研究所取得的數據進行分析後,結果顯示:
- 戲劇性遊戲對於加強小學生的自我概念具有正面的影響。
- 戲劇性遊戲對兒童自我概念發展的正面效應並不限於某個歲數的兒 童,因為所有研究對象的樣本數據分析都能証實本研究的假設是成立的。
因此,如欲促進兒童自我概念的發展,校方或有關當局應更加專注以戲 劇性遊戲為主的課程在小學教育的發展。
關鍵詞:研究調查、兒童、小學、戲劇性遊戲、自我概念
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