運用童工議題教學方案提升國小一年級學生同理心與關懷行動之研究

本研究以童工議題「口紅小心機」教學方案之設計與實施，是否能提升學生同理心及關懷行動為目的，探討實施歷程與修正因應策略，教學方案實施過後學生在同理心及關懷行動的改變，最後探討課程方案實施的歷程中，教師的教學省思與成長。本研究採用行動研究，以研究者所任職的快樂國小一年級學童為研究對象，進行 12 節課程。教學方案設計研究者以關懷倫理學中的六大關懷主題意涵結合重理解課程設計UbD 為教案設計模式設計出「口紅小心機」教學方案，讓學生能以口述、學習單、問卷、圖畫、體驗等多元的方式探討印度採礦童工目前面臨的生活問題，並激發同理心，產生關懷行動。本研究以蒐集國小兒童同理心量表前後測、「關於童工我覺得」前後測、學生自評、教師省思、學習單、觀課紀錄單等等資料，進行質化、量化分析。研究結果: 一、教學方案能提升學生對童工的同理心表現，學習遷移可多利用相關議題練習。。二、教學方案能對學生在關懷行動中助人動機及關懷行動精神上有所提升，但在助人能力認同未提升。三、關懷六大主題有助於同理心與關懷行動培養。四、適性調整礦坑體驗設計增加對礦坑童工的同理感受及情緒。由以上結果得知，學生童工議題-「口紅小心機」教學方案實施過後,能讓學生同理在雲母礦坑工作的印度童工的處境於心境，激發助人動機，了解關懷行動計畫需要考慮受關懷者的需求與感受。

關鍵字

童工議題；同理心；關懷行動；重理解的課程設計

並列摘要

This research aims at whether students’ empathy and caring actions can be improved by the design and implementation of teaching plan, “Little Craftiness of Lipsticks”, as well as the teaching process and correction strategies. After the implementation, the change of students’ empathy and caring action and, finally, teacher’s reflection and self-development are in discussion. By the action research, the curriculum involves 12 lessons, focusing on first-grade students in “Happy Elementary School”, in which the researcher works. In combination with six major themes of moral philosophy and “Understanding by Design” (UbD), researcher designed the teaching project, “Little Craftiness of Lipsticks”, to enable students to learn the harsh life problem of Indian children, forced to work in miles. And through oral interpretation, worksheets, questionnaires, paintings, and experience e.g., they are stimulated to have compassion and take caring actions. Furthermore, the pre- and post-tests of students’ scale of empathy and “How I feel about child labor”, including their self-assessments, teacher’s reflection, worksheets, and observation records, will be collected for qualitative and quantitative analysis. The expected outcomes are: 1.This teaching scheme can arouse students’ empathy toward child labor while “learning transfer” to other related topics. 2.Also, it can motivate students in helping others in need and their enthusiasm in caring actions; however, the ability and recognition are not in consideration. 3.The six major themes of moral philosophy contribute to the cultivation of compassion and caring actions. 4.Adaptive adjustment of mining experience design can boost students’ responsiveness toward young miners. As a result, after the accomplishment of this teaching plan, students are able to empathize with the predicament of Indian child laborers, toiling in mica mines. Also, they will be encouraged to aid others actively and understand that the needs and feelings of those who are cared are considered in caring action programs.