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    Title: 國小二年級實施品格教育教學之行動研究:以「禮貌」及「自律」為主題
    Other Titles: Teaching "politeness" and "self-discipline" to grade 2 students: an action research on character education
    Authors: 楊淑馨;Yang, Shu-hsin
    Contributors: 淡江大學教育科技學系碩士在職專班
    高熏芳;Kao, Hsun-fung
    Keywords: 品格教育;禮貌;自律;國小低年級;態度教學;Character Education;Politeness;Self-discipline;Primary School Student;Attitude Learnin
    Date: 2008
    Issue Date: 2010-01-11 00:35:43 (UTC+8)
    Abstract: 本研究旨在設計適合國小二年級之品格教育課程之行動研究,運用行動研究法,探討運用繪本教學、戲劇教學、討論教學、遊戲教學,發展以「禮貌」及「自律」為核心之品格課程。在行動歷程中以觀察、訪談、文件分析等不同方式蒐集資料,進行教學的省思及修正。
    本研究之發現如下:
    一、 品格教育之課程設計
    (一)「禮貌」與「自律」品格核心符合國小低年級學生需求的品格素養
    (二)品格教育以日常生活情境為範疇,有助學生真正落實。
    二、品格教育之教學
    (一)運用討論教學與繪本教學,可有效提升學生的學習。
    (二)繪本內容貼近學生的生活經驗,可以協助學生有效學習。
    三、學生學習成效方面
    (一)在認知層面上,學生於辨別、概念、原則等層次的認知智能學習上有顯著的學習成效。
    (二)在態度層面上,學生於接受、支持等層次的情意學習上有顯著改變,但在價值層次則不顯著。
    本研究之建議如下:
    一、 針對研究者自我教學行動的建議
    (一) 應加強掌握品格教育的核心,釐清品格教育的意涵。
    (二) 應深入探究態度教學的策略及評量方式,以利品格教育之實施。
    (三) 應持續加強行動研究與資料蒐集之分析能力。
    二、 對於實施品格教育教師的建議
    (一) 協同教學有利品格教育的實施。
    (二) 教學時間的選擇,以綜合或彈性課程最佳。
    三、 對於學校的建議
    (一) 應擬定全校性品格教育之核心。
    (二) 應提供教師相關資源及支持。
    四、 對於後續研究的建議
    (一) 設計各學習階段的品格教育課程。
    (二) 長期觀察學生品格教育的學習成效。
    (三) 不同教學活動成效之比較研究。
    (四) 發展品格教育學習成效之評量工具。
    The purpose of this action research is to design and implement character education for grade 2 students. This action research used picture book, drama, discussion and play as teaching strategies to design "politeness" and "self-discipline" as the core values of the character education. Observation, interviews and document analysis were used to collect the data for reflection on researcher’s teaching.
    The findings of the research were summarized as follows:
    1. As to the course design for character education
    (1) The core values of "politeness" and "self-discipline" are suitable for teaching to grade 2 students.
    (2) The content related to students’ daily experiences helps to promote the practice of character education.
    2. As to the teaching of character education
    (1) Picture book and classroom discussion improve students’ learning of character education.
    (2) Subject in the picture book if related to student life experience can help students learn well.
    3. As to the assessment of learning performance
    (1) After the class, students significantly improve their learning outcomes in the aspects of discrimination, concept and rule learning of cognitive domain.
    (2) After the classes, students significantly improve their learning outcomes in the aspect of receiving the value of attitude domain.
    The suggestions were summarized as follows:
    1. For researcher herself in improving the action research
    (1) Clarify and define the core values of character education.
    (2) Study the assessment tools and criteria for attitude learning.
    (3) Strengthen the ability of gathering and analyzing research data.
    2. For teachers who want to implement character education
    (1) Try team-teaching approach to enhance the effectiveness.
    (2) Flexible curriculum or integrate activities is appropriate for implementing
    character education.
    3. For the schools
    (1) Core values of character education should be built for the whole school.
    (2) Provide the resources and supports to teachers for teaching character education.
    4. For the further research
    (1) Design and implement character education for in different grade students are encouraged.
    (2) Long-term observation of students’ learning performance is needed.
    (3) Various teaching approaches for character education can be tested to see the appropriateness.
    (4) Development of assessment tool for character education is welcomed.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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