國民小學品德教育推動模式之研究：以臺北市關渡國小為例

On the Implementation of Character Education at the Elementary School Level: A Case Study of GuanDu Elementary School, Taipei

劉國兆(Kuo-Chao Liu)

《雙溪教育論壇》 3期 (2015/01) Pp. 57-86

摘要

為了瞭解國民小學品德教育推動模式，本文以關渡國小作為研究對象，並運用文獻分析之方法，藉以深入探討及瞭解學校如何全面性地發展品德教育。研究發現，關渡國小利用品德教育相關理論作為發展基礎，首先採取研究與教學並重的推動模式，並運用「組成研究團隊」、「訂定課程架構」、「結合相關活動」以及「教師自編教材」的策略；再者採取合作與參與並行的推動模式，運用「擬定核心價值」、「結合相關團體」、「引進社區資源」以及「進行策略聯盟」的策略；最後採取專業與服務兼顧的推動模式，並運用「行政持續變革」、「教師發展專業」、「學生落實服務」以及「家長改變心態」的策略。最後提出結論與建議，以作為政策制定、推動者及研究者的參考。

關鍵字

品德教育 ； 推動模式

並列摘要

In order to gain better understanding of the different implantation modes of character education at the elementary school level, this article takes Guandu Elementary School in Taipei as its subject of study. Through documentary analysis, this article hopes to delve into the varied and comprehensive ways in which the school implements character education. The study shows that Guandu Elementary School's modes of implementation are based in character education theories; firstly, the school implements character education through a dual process of research and teaching, using strategies such as forming research teams, creating curricular structures, incorporating related activities and creating teaching aids. Secondly, the school goes through a second dual-implementation mode of cooperation and participation, using strategies such as creating core values, bringing in relevant social groups, integrating community resources and collaborating strategically with other entities. The final stage of the school's mode of implementation is both professional and service-based, using strategies such as continuous administrative improvements, professional development for the teachers, well-grounded student participation and re-education for the parents. The final segment of the article consists of a conclusion and relevant suggestions, providing future reference for policymakers, practitioners and researchers.

並列關鍵字

character education ； implantation modes