國小二年級教師實施品格教育課程之個案研究

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Title:	國小二年級教師實施品格教育課程之個案研究
Other Titles:	Curriculum Implementation of Character Education in an Elementary School: A Case Study on a Second Grade Teacher
Authors:	鄭亞倩 CHENG, YA-CHIEN
Contributors:	幼兒教育學系陳玉婷 CHEN, YU-TING
Keywords:	國小二年級教師;品格教育課程;個案研究 second-grade elementary school teacher;character education curriculum;case study
Date:	2017
Issue Date:	2017-12-04 11:51:40 (UTC+8)
Abstract:	本研究旨在探討個案教師實施品格教育課程的動機與理念，內容、教學方式與評量，以及所遭遇的困境與因應之道。本研究採個案研究法，研究對象為台中市快樂國小二年級導師柳老師(化名)與其班上23位學生，以及生教組長。資料蒐集方法包括：觀察法、訪談和文件分析等方式。本研究結果如下：(一) 柳老師實施品格教育的外在動機包括：順應學校要求、擔心學生品格行為表現不佳；內在動機為：自認品格為一切學習的基礎，對學生有益。(二) 柳老師的品格教育理念為：好品格有助於學生融入與適應生活。她重視學習態度並營造和諧班級氣氛，藉由「期待」和「要求」提升學生品格表現。(三) 柳老師透過正式課程實施品格教育，品格主題包括：謙恭有禮、負責、誠實正直、感恩孝順。她也透過非正式課程及潛在課程培養學生尊重、榮譽、整潔、守信的品格態度。(四) 柳老師實施品格教育時，主要運用七種教學方式：講述法、教師發問、故事教學、影片教學、角色扮演、親身體驗，以及價值的判斷及導正。(五) 柳老師透過五種評量方式瞭解學生品格學習的成效，包括：觀察學生日記、學習單、在模擬情境中的表現，做品格行為軼事記錄；與家長及科任老師談論學生的品格表現、要求學生省思自己與他人。(六) 柳老師所遭遇的困境是無法改變學生的家庭背景與父母教養觀念、費心力教導學生但成效有限。為因應此問題，她要求學生遵守家裡和班上的規矩，與家長保持良性溝通；將一貫的糾正缺點，改為讚美優點，促進社會學習。　　最後，研究者依據研究結果，對實施品格教育的工作者及未來相關研究提出建議。　　This study aims to explore the motivations and ideas, contents, teaching methods and assessment in an individual teacher's curriculum of character education, as well as difficulties and solutions she had faced. The study adopted case study method and the participants were Teacher Liu (pseudonym), who was the teacher of second-grade class of Happy Elementary School in Taichung City, 23 students in the class and school's Chief of Life Education Section. The methods of data collection include observation, interviews and document analyses. The results of this study are as follows: 1. The external motives of Teacher Liu to carry out character education included conformation to the requirements from the school, worry about students' poor character and behaviors; the internal motive was her own belief that learning was based on character and the character education was good for the students.2. The ideas of Teacher Liu for character education were that good character was helpful to the students in integrating and adapting themselves to their life. She attached great importance to the students' attitude toward learning and tried to create harmonious atmosphere in the class and enhance students' character through “expectation” and “requirements”.3. Teacher Liu's character education was carried out through regular curriculum in which the themes of character include courteous, responsible, honest and upright, always gratitude to others' help and show filial piety. She had also cultivated students' good characters and attitudes, such as respect to others, honor, neatness and keeping promises through informal and hidden curriculum.4. In carrying out character education, Teacher Liu used seven teaching methods: narration, teacher questioning, story teaching, film teaching, role play, personal experience and value judgement and guidance and correctness.5. Teacher Liu used five assessment methods to understand the results of character education for the students, including reading students' diaries, learning sheets, performance in the situation simulation to make anecdotal record of students' characters and behaviors. Besides, she also discussed students' performance of characters with the parents and other teachers and asked students to reflect on and examine themselves and others.6. The difficulties Teacher Liu encountered was that she could not change the students' family background and their parents' ideas on how to upbring and educate children that her painstaking teaching was returned by limited achievements. In order to solve this problem, she asked students to observe rules in home and class and keep benign communications with parents. She also changed teaching methods from correcting students' shortcomings to praise their advantages and excellent performance to emphasize on social learning.　　In the last part of the study, according to the results of the study, the author presented her recommendations for character educators and researchers on related studies in future.
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