實施靜思語品格教育教學活動對國小六年級學童自我概念之影響

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實施靜思語品格教育教學活動對國小六年級學童自我概念之影響
著者: 張智琳; Chang, Chih-lin
徐綺穗; Chi-Sui Hsu; 教育學系課程與教學碩士班
主題: 國小學生; 自我概念; 品格教育; 靜思語教學; self-concept; character education; Still-Thought teaching; elementary school students
描述: 本研究旨在探討實施靜思語品格教育教學活動對國小六年級學童自我概念之影響。本研究以不等組前後之準實驗設計為主，以質性資料為輔，選取某國小六年級之兩班學生，各分為實驗組與控制組。研究對象在進行前測後，實驗組於每週兩節綜合活動課，針對「誠實」、「尊重」、「關懷」、「責任」之品格教育核心價值實施靜思語品格教育教學活動，共計八週；控制組則採一般教學。在實驗教學結束後，分別施以後測。本研究採質與量之並行方式作為研究結果之分析討論。量的統計以倪小平（2004）所編制的「國小學生自我概念量表」為研究工具；並以前測分數為共變量，進行單因子共變數分析之量的統計分析。再加以實驗組成員所填寫的學習單、回饋單及觀察紀錄等質性資料的歸納整合，作為研究結果之補充說明及佐證，以了解靜思語品格教育教學活動對實驗組學生自我概念之增進成效。依據研究結果發現如下：一、靜思語品格教育教學活動對國小六年級學童在自我概念之「學校自我」「道德自我」向度上具有影響成效。但對「生理自我」、「心理自我」、「家庭自我」向度上的影響並無顯著成效。二、教師若能以身作則，多給予學童鼓勵與支持，則能帶給學童更多的正向影響，以增進教學成效。三、靜思語品格教育教學活動能增進學童對「誠實」、「尊重」、「關懷」、「責任」之品格教育核心價值的瞭解。四、根據各項回饋單發現，多數學童認為在進行靜思語品格教育教學活動後，學童在自我概念方面都有正向的提升；而且對靜思語品格教育教學活動普遍給予正向的肯定，並希望繼續進行靜思語品格教育教學活動。最後，根據研究結果加以討論分析，並提出建議，以提供相關教育之實務應用與後續研究上的參考。
This study is aimed to discuss the effect of Still-Thought teaching activities on the6th graders’ self-concept. This study adopts the quasi-experimental research method anduse quality data for auxiliary. The objects of this study are two classes of grade 6 studentsin an elementary school. They were divided into experimental group and controlled grouprandomly. After receiving the pretest, the experimental group participated in aneight-week, two classes per week Still-Thought teaching program, focusing on honesty,respect, caring and responsibility, the core values of character education. The controlledgroup received a general teaching. After the experimental teaching, they were both givena posttest.The quantitative and qualitative methods were both used to analyze the collecteddata in this study. ‘The Scale of Elementary School Students’ Self Concept’ designed byHsino-Ping Ni (2004) was used to conduct quantitative analysis. Scores obtained fromthe pretest were used as covariations and underwent a one-way ANOVA. Qualitative datawere collected from qualitative materials such as worksheets, feedback sheets andobservation records to put an additional remark and to serve as evidence to understandthe effect of Still-Thought teaching activities on the students’ self-concept in theexperimental group.The findings of this study are as the following:1. Still-Thought teaching activities have positive effects on the ‘School’ and ‘Moral’of the self-concept. However, there is no significant effect on the ‘Physical’, ‘Personal’and ‘Family’ of the self-concept.2. If the teacher can set a good example by encouraging and supporting students asmuch as one can, there will be more positive effects on students and improvement onteaching.3. Still-Thought teaching activities can improve students’ understanding of honesty,respect, caring and responsibility, the core values of character education.4. According to the feedback sheets, most students think that in all aspects ofself-concept, the effects are all positive after participating in the Still-Thought teachingactivities. They also have positive feedbacks towards Still-Thought character educationteaching activities and hope to keep participating in Still-Thought character educationteaching activities.Finally, according to the results and analysis of this study, suggestions were made toprovide related educational application for fellow teachers and further research.
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建立日期: 2010
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1712
資源來源: NUTN IR

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實施靜思語品格教育教學活動對國小六年級學童自我概念之影響

張智琳; Chang, Chih-lin 徐綺穗; Chi-Sui Hsu; 教育學系課程與教學碩士班 2010

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