一位國中老師品德教育施行之行動研究

Abstract

本研究旨在探討對國民中學學生施行品德教育之影響及結果。研究以研究者於前置作業階段試做的「關懷」、及學生選出的「尊重」、「負責」、「誠實」、「口德」、「同理心」六個品德主題進行課程設計，並施以品德教育之行動研究。在研究過程中透過錄影、訪談、學習單、家長回饋及檢核表等方式進行資料的蒐集分析。本研究的主要目在於： 一、 針對參與研究的對象規劃、設計、與實施品德教育課程方案。 二、 探討典範學習：「向名人學品德」，對品德教育的影響。 三、 探討因品德教育的施行，師生雙方所獲得的成長。 四、 探討品德教育的施行，對班級經營的影響。 五、 依據研究結果，對他位欲實施品德教育課程的教師提出建議，以做為未來品德教育課程實施之參考。 經由為期約六個月的品德教育行動研究，獲致以下結論： 一、 擴展師生對品德意涵的認知 二、 以學生為主體的課程設計與施行，提升學生的參與度 三、 行動研究的螺旋模式，提升學習成效 四、 課程施行的影響 （一） 對學生的影響： 1. 品德教育的施行有其意義與價值。 2. 培養學生上台的膽識 3. 「日行一善」專欄有助學生自我反省 4. 品德的學習與實踐，有助班級氣氛的融洽 5. 動人的文章，能啟人心智 6. 有助國文寫作能力的提升 （二） 對教學者的影響 1. 豐富了表演藝術課的教學 2. 提升運用資訊科技的教學能力 3. 師生互動的改善 4. 提升了班級經營的成效 5. 提升課程設計的專業能力 最後依本研究的發現，研究者提出相關建議，以作為品德課程教學及未來研究之參考。

The study aimed to examinethe effects of character/ morality education on junior high school students. It was an action research under taken in a school setting. All the lessons were devised based on the six morality topics, caring, respect, responsibility, honesty, oral and empathy. The topic, caring, was the lesson done in the researcher’s pre-procedure stage while the other 5 topics were chosen by the students. All the data were collected and analyzed through the video tapes, interviews, worksheets, parental feedbacks, and checklists. The major purpose of the study was: 1. To conceive and launch the character/ morality education program based on different subjects. 2. To explore the influences that Examples, learning from great people, have on character/morality education. 3. To probe what the teacher and students have gained because of character/ morality education. 4. To examine the effects that character/ morality education has on classroom management. 5. To offer the suggestions, according to the findings, about the future development of character/ morality education, and for the teachers who would like to give character/ morality education lessons.

Findings from the 6-month action research on character/ morality education were as follows: 1. The students’ and the teacher’s knowledge of character and morality got broadened. 2. The student-centered lessons helped increase the student participation. 3. Corresponding to action research spiral, the learning efficiency was promoted. 4. The influences of the character/ morality education program A. On students: a. Character/ morality education was meaningful and valuable. b. The character/ morality education cultivated the student’s courage and confidence to speak up. c. The column of daily good deeds boosted students’ introspection. d. The character/ morality education improved the friendly atmosphere in the classroom. e. Excellent essays inspired the students. f. The writing competence got developed. B. On educators: a. Performance Art class got more interesting. b. The competence of applying the computer and information technology into teaching was acquired. c. The students could enjoy constant interaction with the teacher. d. The classroom management became more effective. e. The competence in devising a lesson plan grew more professional. Finally, further implications based on the findings are put forward with ultimate aim of enhancing students’ development of character and morality.