親子讀經班之品德教育內涵—以《弟子規》文本與班規實踐為例

Abstract

本研究嘗試由當代正規教育之品德教育的內涵出發，檢視非正規教育親子讀經班推動文本與實踐。運用內容分析法，以十二年國教中議題融入之「品德教育」作為分析架構，剖析歸納親子讀經班經典－《弟子規》，了解其於十二年國教中品德教育議題之分佈概況。研究發現：《弟子規》在十二年國教品德教育中核心價值，以「自律負責」佔幅最多。發展層面以「良好生活習慣與德行」篇幅最多，其次為「自尊尊人、自愛愛人」、「溝通合作」。針對親子讀經班班規實踐，分析「班規」、「課程儀式」、「活動課程」等三項。結果發現：「班規」著重在《弟子規》中的「學習的實踐」；「課程儀式」著重在《弟子規》「悌」；「活動課程」著重在「孝」、「悌」及「學習」。三項實踐所涵蓋的十二年國教課綱之品德教育層面為：核心價值以「自律負責」為主；品德發展層面最重視「良好的生活習慣與德性」；品德實踐能力與行動議題以「知行合一」為主。活動課程在品德實踐能力與行動－「知行合一」、「同理分享」二者皆符合。最後，本研究也依據研究結論，針對親子讀經班運用《弟子規》推動品德教育內容時提出建議，供有興趣之家長及師長參酌。This study attempts to examine the texts and practices of non-formal education parent-child reading classes based on the connotation of moral education in contemporary formal education. Using the content analysis method, this paper takes the"moral education" topic integrated into the twelve-year national education as the analysis framework, analyzes and summarizes the classic of the parent-child reading class - "The Rules for Being a Good Pupil and Child", and understands the distribution of moral education topics in the twelve-year national education. The study found that among the core values of "The Rules of Being a Good Pupil and Child" in the twelve-year national moral education, "self-discipline and responsibility" occupies the largest proportion. In terms of development,"good living habits and virtues" occupied the largest amount of space, followed by "respecting oneself and others, loving oneself and others" and "communication and cooperation". Focusing on the practice of class rules in parent-child Bible reading classes, this paper analyzes three items: "class rules", "curriculum rituals", and "activity curriculum". The results showed that: "class rules" focused on the "practice of learning" in "The Rules of Being a Good Pupil and Child"; "course rituals" focused on "fraternity" in "The Rules of Being a Good Pupil and Child"; and "activity courses" focused on "filial piety", "fraternity" and "learning". The three practices cover the moral education aspects of the twelve-year national education curriculum as follows: the core value is based on "self-discipline and responsibility"; the moral development aspect attaches the most importance to "good living habits and virtues"; the moral practice ability and action issues are based on "unity of knowledgeand action". The activity curriculum meets both the moral practice ability and action - "unity of knowledge and action" and "empathy and sharing". Finally, based on the research conclusions, this study also puts forward suggestions on how to use "The Rules of Disciples" to promote moral education in parent-child reading classes for reference by interested parents and teachers.