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首页> 外文学位 >Evaluating the effectiveness of using fictional literature to teach biblical truths to the high school students at Grace Christian Academy High School, Knoxville, Tennessee.
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Evaluating the effectiveness of using fictional literature to teach biblical truths to the high school students at Grace Christian Academy High School, Knoxville, Tennessee.

机译：在田纳西州诺克斯维尔市恩典基督教学院高中，评估利用虚构文学向高中生传授圣经真理的有效性。

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摘要

The purpose of the project was to determine if fictional literature is a viable apparatus for teaching biblical truths to high school students. Three goals were used to determine the effectiveness of the project. The first goal was to determine if the memorable nature of fictional literature could increase the ability of students' to comprehend and retain biblical truths. The second goal was to verify if the applicable temperament of fiction could increase the students' ability to apply biblical truths. The third goal of the project was to determine if creative examples of fictional literature could increase the students' ability to utilize their God-given imaginations.;A study of the parabolic and prophetic literature of the Bible demonstrated that the three goals of the project were achievable. The examination of the use of parables in 2 Samuel 12:1-15, Mark 4:10-12 and 4:30-34 conducted in the project confirmed that fiction can communicate biblical truths in a memorable and applicable manner. Likewise, an assessment of the symbolic acts, oracles, and visions of the Old Testament prophets, like those found in Jeremiah 13:1-11, also proved that the project's goals had theological rigor.;The examination of the current scholarship in the fields of education and developmental psychology conducted in the study yielded an abundance of information pertaining to the usage of various educational methodologies. First, an exploration of the function and purpose of art, music, and literature illustrated that propositional truth could be communicated through abstract mediums. Next, the investigation of the connection between the adolescent developmental stage and emotional learning theory performed in the project provided solid educational credence for the study's three main goals. Also, an assessment of the pedagogical implications of fictional mediums such as storytelling, analogies, and illustrations was conducted in order to provide a practical framework for the principles argued in the project. Finally, a historical survey of the teachings of Moravian bishop John Comenius, C. H. Spurgeon, and Jesus of Nazareth provided a historical outworking of the proposed concepts.;In order to evaluate the project's ability to accomplish the aforementioned proposals, a pre-project and post-project exam was administered. At the start of the project, a pre-project exam was administered to two separate groups of students to test their conceptualization of a specific biblical truth. Then, once a week, one group of students departed from their normal curriculum in order to study a specific biblical truth using fictional literature; the other group was taught using lecture. At the conclusion of the project, both groups of students were given an identical post-project exam to determine if there was any improvement in their comprehension and application of the aforementioned biblical truth. Overall, the group that received a weekly lesson utilizing fictional literature as its primary teaching methodology demonstrated greater improvement from their pre-project exam to their post project exam.;Key Words: Fiction, Christian Education, Storytelling, Analogy, Parable and Teaching Methodology.
机译：该项目的目的是确定小说文学是否是向高中生教授圣经真理的可行工具。三个目标用于确定项目的有效性。第一个目标是确定小说文学的难忘性质是否可以提高学生理解和保留圣经真理的能力。第二个目标是验证适用的小说气质是否可以提高学生应用圣经真理的能力。该项目的第三个目标是确定小说文学作品的创意实例是否可以提高学生利用上帝赋予的想象力的能力。对圣经的抛物线和预言文学的研究表明，该项目的三个目标是可实现的。在该项目中对撒母耳记2：12：1-15，马可福音4：10-12和4：30-34中比喻的使用进行的检查证实，小说可以以令人难忘和适用的方式传达圣经的真理。同样，对旧约先知的象征行为，圣言和幻象的评估（例如在耶利米书13：1-11中发现的评估）也证明该项目的目标具有神学上的严谨性。在研究中进行的教育和发展心理学研究得出了与使用各种教育方法有关的大量信息。首先，对艺术，音乐和文学的功能和目的的探索表明，命题真理可以通过抽象媒介来传达。接下来，对该项目中进行的青少年发育阶段与情绪学习理论之间联系的调查为该研究的三个主要目标提供了坚实的教育信誉。此外，还对诸如讲故事，类比和插图之类的虚构媒体的教学意义进行了评估，以便为该项目中提出的原则提供一个实用的框架。最后，对摩拉维亚主教John Comenius，CH Spurgeon和Nazareth耶稣的教义进行了历史考察，对提出的概念进行了历史考察;为了评估该项目完成上述提议的能力，需要进行预项目和后期研究。 -项目考试进行了。在项目开始时，对两组学生进行了项目前考试，以测试他们对特定圣经真理的概念化。然后，每周一次，一组学生离开他们的正常课程，以便使用虚构文学研究特定的圣经真理。另一组则通过讲座进行教学。在项目结束时，两组学生都接受了相同的项目后考试，以确定他们对上述圣经真理的理解和应用是否有所改善。总体而言，每周接受以虚构文学为主要教学方法的课程的小组表明，从项目前考试到项目后考试，都有更大的进步。关键词：小说，基督教教育，讲故事，类比，寓言和教学方法。

著录项

  • 作者

    Pointer, Anthony Ryan.;

  • 作者单位

    The Southern Baptist Theological Seminary.;

  • 授予单位 The Southern Baptist Theological Seminary.;
  • 学科 Education Religious.;Literature Comparative.
  • 学位 D.Ed.Min.
  • 年度 2012
  • 页码 163 p.
  • 总页数 163
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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