國小四年級品德教育課程設計之行動研究－以尊重為核心價值

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國小四年級品德教育課程設計之行動研究－以尊重為核心價值
著者: 蔡佩芳; Tsai, Pei-Fang
徐綺穗; Hsu, Chi-Sui; 教育學系課程與教學教學碩士班
主題: 尊重; 品德教育; 課程; 繪本; 行動研究; Respect; Moral Education; Curriculum; Picture Books; Action Research
描述: 本研究旨在設計「尊重」品德教育課程並實施，以改善學生之行為及人際關係。本研究之目的為：一、發展以「尊重」為核心價值之國小四年級學生品德教育課程。二、探討接受品德教育課程國小四年級學生的學習成果。三、探討接受品德教育課程國小四年級學生對品德教育課程的看法。四、探討研究者實施品德教育課程的自我成長。本研究採用行動研究法，研究對象為研究者任教之四年級學童27人。研究者設計以「尊重」為核心價值的品德教育課程，八個單元共計二十四節課。在教學實施後，利用觀察、教學日誌、學習單、回饋單、訪談等方式，配合錄影、錄音來進行編碼和分析。得到的研究結論如下：一、「尊重」課程方案設計與教學實施方面1. 從學生的生活經驗出發，更能引起共鳴和反思2. 繪本故事有助於學生從第三者角度客觀思考3. 討論活動讓學生越來越習慣分享自己的想法4. 多元的延伸活動不僅引起學生學習興趣，更能引發學生思考5. 考量學生的能力，讓學習好品德不成為負擔二、「尊重」品德課程實施成效方面1. 在認知上，學生對「尊重」內涵從單一概念擴展至多元，也更能分辨行為是否合乎「尊重」的意涵2. 在情感上，學生認為「尊重」是重要的，喜歡「尊重」的行為，想要表現「尊重」的行為3. 在實踐上，學生更能注意自己和他人的行為是否合乎「尊重」，並且有道德勇氣提醒他人，和同學、師長及家人之間的相處更融洽三、學生對「尊重」品德教育課程活動的看法方面1. 繪本活動、討論活動和延伸活動受到學生的喜愛，且有助於學習「尊重」品德課程內容2. 「品德紀錄表」和「尊重之星」的票選能激發學生榮譽感和仿效3. 教學流程恰當，但延伸活動需要更多時間來進行4. 「小組討論學習單」和「單元課程回饋單」有助於學生了解課程內容四、研究者自我成長方面1. 能從釐清學生問題的根源和影響的因素、目標的擬定、課程架構到課程活動來進行課程設計2. 更了解「尊重」的意涵，並關注實施品德教育的關鍵因素3. 了解同理心、主動關心和給予肯定能建立良好的師生情誼
The purpose of this study is to design and implement moral education curricula, based on respect, to improve students’ behavior and relationship. The aims of the research are as follows：1. To develop moral education curricula among fourth graders based on respect. 2. To research fourth graders’ learning effects after taking the moral education curricula. 3. To research fourth grader’s viewpoints after taking the moral education curricula. 4. To research the researcher’s growth after implementing moral education curricula. This study adopted the action research method and the research subjects were twenty-seven the fourth grader’s students of the researcher’s school. The researcher designed the moral education curricula based on respect, contains eight units totaling twenty four lessons. After implementing instruction, researcher will use observation, journals, worksheets, feedback sheets, interviews, and recording to encode and analyze. The results of the research are as follows ：1. In designing and implementing the moral education curricula based on respect：(1) The curricula, start from the students’ living experiences, can cause more resonance and reflection.(2) The picture books can help students think objectively.(3) The discussion activities make students more accustomed to sharing their opinions.(4) The diverse extended activities not only can arouse students’ learning interest, but also can make students think.(5) To consider the ability of students, learning good moral does not become a burden.2. In students’ learning effects after taking the moral education curricula based on respect：(1) In the knowing aspect, students’ understanding of respect has developed from a simple concept to a wider understanding. And students can increasingly distinguish whether it is the behavior of respect or not.(2) In the feeling aspect, students think respect is important. They like the behavior of respect, and want to show the behavior of respect.(3) In the behavior aspect, students can easily notice whether it is the behavior of respect, and then they have moral courage to remind others of disrespect. And students get along better with classmates, teachers and family members.3. In students’ viewpoints after taking the moral education curricula based on respect：(1) Students like the picture books activities, the discussion activities and the extended activities. These three kinds of activities are conducive for students to learn the moral education curricula based on respect.(2) The moral-record sheets and the election of models who respect to others can arouse students’ sense of honor and to imitate.(3) The process of instruction is appropriate, but extended activities require more time to implement.(4) The worksheets for group discussion and the feedback sheets of every unit are conductive for students to learn the moral education curricula based on respect.4. In the researcher’s growth：(1) The researcher can design education curricula from clarifying the origins and factors of students’ behavioral problems, goal setting and curriculum framework to curricular activities.(2) The researcher has clearer concepts of respect and pays close attention to the keypoints of implementing moral education curricula.(3) The researcher understand that empathy, active care, and recognition can establish a ideal teacher- student relationship.
碩士
建立日期: 2014
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5709
資源來源: NUTN IR

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國小四年級品德教育課程設計之行動研究－以尊重為核心價值

蔡佩芳; Tsai, Pei-Fang 徐綺穗; Hsu, Chi-Sui; 教育學系課程與教學教學碩士班 2014

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