國民中小學品德教育課程政策之實施與問題研究

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題名:
國民中小學品德教育課程政策之實施與問題研究
著者: 楊怡婷; Yang, Yi-ting
黃政傑; Jenq-Jye Hwang; 教育經營與管理研究所博士班
主題: 課程實施; 課程政策; 品德教育; curriculum policy; moral and character education; curriculum implementation
描述: 中文摘要本研究旨在探討國民中小學品德教育課程政策的實施與問題。首先，瞭解教育人員對品德教育課程政策之詮釋；其次，分析品德教育課程政策在學校實施之情形，並歸納品德教育課程政策實施之問題及其相關因素；最後，綜合本研究結果提出品德教育課程政策改革的相關建議。為達成上述目的，本研究主要採訪談法，並輔以文件分析法進行研究。本研究依據研究結果發現，歸納重要研究結果如下：一、在課程政策方面1.基層教師不熟悉品德教育課程政策的內涵。2.政策工具的運用有助於品德教育的推動。3.教育人員對政策評鑑多持負面的態度。二、在課程政策實施方面1.學校建立具有特色的品德教育方案，但無法真正落實民主參與的政策理想。2.品德教育課程的實施以非正式課程為主、潛在課程次之，正式課程最少。3.教師最常利用隨機教育進行教學，很少運用認知推理的教學。4.教師肯定學校行政團隊的領導與協助。5.教師透過各種管道提昇品德教育專業知能，但對品德教育專業內涵卻有不同的認知。6.學校結合校內外資源推動品德教育；但未能善盡品質把關的職責。7.學校重視品德教育的成果展現，缺乏永續發展的機制。8.教育人員認為學生的品德正向行為有所增多，負向行為有所減少。三、在課程政策實施問題與相關因素方面1.學校實施品德教育課程政策所面臨的問題有：品德教育融入正式課程的問題、親師溝通的問題、學生管教的問題與人員編制的問題等四項。2.學校實施品德教育課程政策的相關因素，主要來自於：校內環境因素，包括學校制教的影響、同儕的影響；校外環境因素，包括家庭教育的影響、社會教育、升學主義的影響與公權力執行的影響。最後，整合本研究的結果，研究者對主管教育行政機關、學校教育人員以及未來研究提出具體的建議。
ABSTRACTThe study aimed to research the curriculum policy in the moral and character education in compulsory education, including its development backgrounds, curriculum reforms, implementation and problems. The main research methods were interview method and document analysis. Here were the four main purposes: First, to realize the interpretation of the staff that made comments on the moral and character education curriculum policy. Second, to analyze the implementation situation of curriculum policy in schools. Then, to find out questions and induce the factors influencing the policy implementation. Finally, to provide suggestions based on the research conclusions. The results were as follows:1.In the aspect of policy, (a) Teachers weren’t familiar with the contents of the curriculum policy in moral and character education. (b) The application of policy instruments contributed to the promotion for the moral and character education. (c) The education staff’s comments on the evaluation of moral and character educational policy are negative. 2.In the aspect of implementation, (a) Schools established their moral and character education program features, but they could not really implement the policy ideal of democratic participation. (b) The implementation of moral and character education was through the informal curriculum primarily, through the hidden curriculum secondary, and through the formal curriculum least. (c)Teachers carried on the moral teaching at will much more than taught it in cognitive ways. (d) Teachers agreed with the leadership and assistance from the school administration team. (e) Teachers tried to enhance their professional knowledge in moral and character education through various channels, but they had different understanding of it. (f) Schools integrated internal and external resources to promote moral and character education, but failed to fulfill the duties of checking. (g) Schools emphasized the results of moral and character education, but lacked for sustainable development mechanisms. (h) The staff had found that students’ positive behaviors were increasing and the negative ones were decreasing.3.In the aspect of problems and factors: (a) Schools faced four problems while promoting moral and character curriculum policy: incorporating moral and character education into formal curriculum; the communication between teachers and parents; the disciplines of students, and the organization of staff. (b) Both internal and external factors influenced the moral and character curriculum policy.In conclusion, based on the findings, this study made some concrete suggestions for the educational authority, school staff and future studies.
博士
建立日期: 2010
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2205
資源來源: NUTN IR

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國民中小學品德教育課程政策之實施與問題研究

楊怡婷; Yang, Yi-ting 黃政傑; Jenq-Jye Hwang; 教育經營與管理研究所博士班 2010

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