國小學童品德教學課程經驗探析

筆者經與專家討論及研讀品德教學相關理論，設計並實作出國小國小學童品德教學課程，試融入十二年國教之素養導向，在議題融入、學習內容、學習能力、學習共同體、翻轉教育…為主軸觀點；進行跨領域品德教育，融入藝術、社會、領域、環境教育；課程統整了藝文領域的平面、立體、表演三範疇及環境教育;課程縱向、橫向聯結完整，兼顧主學習、副學習、輔學習;單元目標貫徹融會認知、情意、技能三項精神。經由實際教學、觀察、評量及省思，發現本課程除了循序漸進，由簡入深，且呈現「關聯性」、「層次性」、「永續性」、「漸進性」、「推廣性」、「操作性」、「系統性」、「單元性」、「統整性」的活化課程特性。其設計原則，具有「全面參與」、「品質操作保證」、「永續傳承推廣」之亮點與特點；教學設計內容，則具教育性、系統性、流暢性、明確性、多元性、豐富性。學生能透過寓教於樂的方式，學到與眾不同且潛移默化的品德涵養。

關鍵字

國小學童；品德教學；跨領域；課程統整；學習共同體

並列摘要

After discussing with experts and studying the related theories of moral teaching, the author designed a curriculum for children's moral teaching in elementary and primary schools abroad: the main axis is the literacy orientation of twelve years of national education, topic integration, learning content, learning ability, learning community, flipped education...; Conduct cross-field moral education, integrate art, society, field, and environmental education; the curriculum integrates the three categories of plane, three-dimensional, performance and environmental education in the field of art and literature; the curriculum is integrated vertically and horizontally, taking into account the main learning, auxiliary learning, and auxiliary learning. Learning; unit goals implement the three spirits of cognition, affection, and skills. Through actual teaching, observation, evaluation and reflection, it is found that this course is not only a step-by-step approach, from simple to deep, but also presents "relevance", "levels", "sustainability", "progressiveness", and "promotional" , "Operability", "System", "Unitity", "Integration" of the activated curriculum features. Its design principles have the highlights and characteristics of "full participation", "quality operation assurance", and "sustainable inheritance promotion"; teaching design content is educational, systematic, smooth, clear, diverse, and rich . Students can learn distinctive and subtle moral qualities through the way of entertaining and teaching.