以繪本教學融入品格教育之行動研究 —以國民小學一年級為例

本研究旨在探討以繪本教學融入品格教育之運作歷程與實施成效，研究者透過文獻探討了解到品格教育之重要性，更於實際教學現場發現多數學生有品格方面的相關問題，且一年級的學生處於他律逐漸邁向自律的階段，因此研究者希望學生能從小扎根，及早推動品格教育，期望孩子能達到知善，進而能愛善，最終能行善。　　本研究擬藉由繪本教學方式，發展出適合國小一年級學生學習之課程，期望能提升學生之品格教育，且藉由教學活動之實施來觀察繪本教學提升品格教育之實施成效，並探討本研究過程中學生與教師所獲得之成長，相關研究問題如下：　　（一）使用繪本進行品格教育對國小一年級學童的困難為何？　　（二）探討以繪本教學融入品格教育所遇困難之解決策略為何？　　（三）使用繪本進行品格教育的學習成效與教學影響為何？　　本研究所採用的研究方法為行動研究法，研究問題源於研究者任教之三好國小一年甲班（化名）的學生，研究者根據教學現場所遇到之實際問題，研擬解決問題之方法與策略。　　根據本研究之研究目的與研究問題，歸納本研究之結論，所述如下：（一）配合實際問題：可以根據實際教學現場所遇到之問題，挑選相關之品格教育內涵繪本，繪本教學融入品格教育教學之設計應多元，讓學生能透過不同的教學過程中，獲得成長與改變。（二）設計多元活動：本研究透過文本導讀、討論活動、還有延伸問題討論、實作活動、角色扮演等延伸活動，再配合成果分享、賞析與評價，最後透過統整歸納，利用教學前、中、後的多元活動來進行繪本教學融入品格教育。（三）良好成效與影響：根據研究結果與討論，發現繪本進行品格教育對國小一年級學童有良好的成效與影響，除了品格教育方面的提升之外，使用繪本進行品格教育對於國小一年級學童的創造力也有明顯的改變，且學生在口語表達，以及閱讀習慣方面皆有所成長。實施繪本教學融入品格教育教學後，研究者在此過程中也有所收穫與成長，研究者感受到自己在教學上變得更有耐心，也更能省思自己的教學與班級經營，在此過程中，研究者也反思自己在教學中不足的部分，而藉由協同教師的回饋也了解到自己的優點。　　最後，研究者根據本研究結論，提出幾點繪本教學融入品格教育教學之課程設計與實施之建議，如下：（一）可於校本課程規劃繪本教學相關課程，並根據不同年段設計相關教材，使品格教育與創造力教學能持續推展，成為學生的基本能力；（二）設計多元的課程活動，給予學生多方面的練習機會，並根據不同年級設定不同目標；（三）教師應在與教學相關之各方面自我精進、充實品格教育相關內涵，使得在進行品格教育時更能切中品格核心價值且更加流暢；（四）透過親師溝通合作，建立完善的品格教育學習環境。而對未來研究之建議如下：（一）有長期推動品格教育或創造力教學之教師，可透過自我敘說的方式進行分享；（二）比較品格教育融入不同學習領域和專門設計相關課程來實施品格教育之成效差距；（三）透過有信效度之創造力測驗，了解實施繪本教學融入品格教育，是否確實能提升學生之創造力；（四）觀察品格教育與家庭教育做結合，是否更能幫助學生建立完整、正確的品格教育核心價值。

關鍵字

品格教育；繪本；行動研究；低年級

並列摘要

The purpose of this research is to explore the operation process and implementation effects of integrating picture books into character education. Through the literature review, the researcher has learned the importance of character education and found that most students have character-related problems in actual teaching sites. Furthermore, first graders are in the stage of heteronomous towards autonomous. Therefore, the researcher hopes that students can establish core values of character as early as possible, hoping that children can achieve know goodness, love goodness, and eventually do goodness. This research intends to develop a curriculum suitable for the first graders through the teaching method of picture books. Hope the curriculum can help students establish core values of character. Through the implementation of teaching activities, the researcher observed the effects of integrating picture books into character education and explore the growth of the students and the teacher in the process of this research. The research questions are as follows: (1) What is the difficulty of using picture books for character education for first graders? (2) What are the strategies for solving the difficulties encountered by integrating picture books into character education? (3) What are the learning effects and teaching effects of using picture books for character education? The study used action research. The research problems originate from the students of Class A of sun haw Elementary School where the researcher is teaching. The researcher developed methods and strategies to solve the problems encountered in the teaching site. According to the purpose and questions of this study, the results are as follows: (1) Cooperating with actual problems: According to the problems encountered in the actual teaching site, teachers could select picture books with relevant character education. The design of the curriculum should be diverse so that students can grow and develop through different teaching processes. (2) Designing multiple activities: This research uses text guides, discussion activities, extended question discussions, practical activities, role-playing, coupled with results sharing, appreciation and evaluation, and finally through generalization, using multiple activities teaching character education with the picture book. (3) Good results and impact: According to the research results and discussions, the curriculum integrating picture books into character education has a good effect and influence on the first graders. In addition to the improvement of character education, there has also been a significant change in the creativity of the students, and the students have grown in oral expression and reading habits as well. After the action research of integrating picture books into character education, the researcher has also gained and grown in the process. The researcher feels that she has become more patient in teaching and also can think about her teaching and class management. In the process, as a researcher I also reflects my own inadequate parts of teaching, and through the feedback of the parent-teacher to understand my own strengths. Finally, based on the above results, the researcher puts forward some suggestions on the curriculum design and implementation of the integration of integrating picture books into character education as follows: (1) Picture book teaching courses can be incorporated into the school-based curriculum, and design relevant teaching materials according to different ages, character education and creativity teaching can be continuously promoted and become students’ basic abilities; (2) Design a variety of curriculum activities, give students various practice opportunities, and set different goals according to different grades;(3) Teachers should improve themselves in all aspects related to teaching, enriching the relevant connotations of character education so that when conducting character education, teachers can more closely match the core value of character and smoother; (4) Through parent-teacher communication and cooperation, establish a perfect character education learning environment. The recommendations for future research are as follows:(1) Teachers who have a long-term promotion of character education or creativity teaching can share through self-narration; (2) Compare the gaps of character education integrates different learning fields and specifically designing relevant courses to implement character education; (3) Through the reliability and validity of the creativity test, understand whether the implementation of integrating picture books into character education can indeed enhance the creativity of students.(4) Observe whether the combination of character education and family education can help students establish a complete and correct core values of character.