國小學童透過繪本教學及實地情境學習犬貓照養概念之探究

Abstract

動物保護法修訂案於107年12月7日立法院三讀通過，將動物保護教育落實於十二年國教，希望從小就建立民眾尊重生命、愛護動物的態度與行為，因此飼主責任教育的推動有其迫切性及必要性，經過研究者相關文獻的整理和研究過程發現飼主責任的含義限縮在飼主與犬貓之間的責任與義務，事實上每位學童與動物間其實還有更多源自於彼此的互動和感情上的聯繫，因而本研究旨在探究國小學童如何透過繪本教學與實地情境學習犬貓照養概念。本研究以「青鳥天使展翅飛翔繪本讀書會」的學童作為研究對象，採用質性研究法，透過學童的繪本創作、活動觀察紀錄與訪談方式進行歸納分析，探究學童對照養犬貓的認知與學習表現。活動設計共有六場次，繪本教學與繪本創作活動各實施兩場次之後安排社區動物收容所及寵物量販店的參訪，合計實施六次活動。本研究蒐集繪本教學過程的課程觀察與學生的繪本創作、實地情境學習活動的紀錄以及後續與學生進行的深度訪談，加以統整分析學童在犬貓照養學習上的變化。研究結果發現，在繪本教學的學習部分：一、教師與學生的互動討論有助於飼主責任的學習；二、繪本的故事內容有助於學生犬貓照養的認知與技能；三、學生的生命經驗有助於同儕間犬貓照養的學習。在實地情境學習部分：動物收容所有助於學生了解犬貓管理規範與動物保護法，強化終養不棄養的觀念；寵物量販店的消費調查體驗，提升學童不衝動飼養的意識，降低犬貓被棄養的風險。學生的繪本創作呈現學生對犬貓照養的概念與飼主責任的行為表現，所描繪的圖像表達學生對待犬貓的態度和情意。On December 7, 2017, the Legislative Yuan passed the third reading of the amendment to the Animal Protection Law, and implemented animal protection education into the 12-year state religion. It is hoped that the people will develop the attitude and behavior of respecting life and caring for animals from an early age. Therefore, the owner is responsible for the promotion of education. There is urgency and necessity. Through the collation and research process of relevant literature, researchers found that the meaning of the responsibility of the owner is limited to the responsibility and obligation between the owner and the dog and cat. In fact, there are more between each school child and the animal. Derived from mutual interaction and emotional connection, this research aims to explore how primary school children learn the concept of dog and cat care through picture book teaching and field experience.This research takes the students of the"Blue Bird Angels Spreading Wings and Flying Picture Book Reading Club" as the research object, adopts the qualitative research method, conducts inductive analysis through the students' picture book creation, activity observation records and interview methods, and explores the cognition and learning of the school children compared with dogs and cats. Performance. There are six events in the activity design. After two sessions of picture book teaching and two sessions of picture book creation, visits to community animal shelters and pet stores will be arranged. A total of six events will be implemented. This research collects curriculum observations of the teaching process of picture books, students' picture book creation, records of community resource learning activities, and follow-up in-depth interviews with students to make a comprehensive analysis of the changes in children's learning of dog and cat care. The results of the study found that in the learning part of picture book teaching: 1. The interactive discussion between teachers and students is helpful for the learning of the owner's responsibility; 2. The story content of the picture book is helpful for students' cognition and skills of caring for dogs and cats; Life experience contributes to peer-to-peer dog and cat care learning.In the experiential learning learning part: the animal shelter helps students understand the dog and cat management regulations and animal protection laws, and strengthens the concept of never abandoning them; the consumer survey experience in the pet store can enhance the awareness of school children not to impulsive breeding, and reduce the risk of dogs and cats. risk of abandonment.The student's picture book creation presents the student's concept of dog and cat care and the behavior of the owner's responsibility, and the depicted image expresses the student's attitude and affection towards dogs and cats.