國民小學推動品德教育之個案研究：兩所獲獎校的分析

本研究旨在探討國民小學如何有效地推動品德教育，並深入瞭解實施過程中遇到的困難及因應之道，以及實施的成效。個案學校為兩所獲得台中市品德教育推動典範標竿評選金質獎的國民小學，研究方法以個案研究法為取徑，採訪訪談法及文件分析法進行資料蒐集，研究參與者為個案學校之校長、主任及老師。綜合研究發現，本研究之結論如下：壹、品德教育推動的契機面向一、覺察學校現行策略需要改變二、善用分散性領導為品德教育推動的關鍵因素三、學校規模影響學校推動品德教育的策略貳、品德教育推動的課程架構面向一、完整的課程架構有利於品德教育的推動二、品德教育推動的課程應結合體驗與實踐參、品德教育推動的領導作為面向一、成立品德教育相關組織能促進品德教育的推動二、建立共同願景能使團隊對於品德教育的推動更具凝聚力三、推動教師專業成長為提升教師品德教育相關知能的重要機制四、領導者提供支持性環境可提升教師推動品德教育的意願五、領導者透過以身作則能帶動教師投入品德教授肆、品德教育推動的實施成效與挑戰面向一、品德教育的推動促進教師對品德教育有更深的學習二、品德教育的推動使教師與學生間發展出共通語言三、品德教育的推動對學生品德素養有正向影響四、品德教育的推動激發教師聯想品德教育與課程的串聯五、學生品德素養的提升較難感受最後根據本研究結論，對主管教育行政機關、國民小學，以及後續研究提出相關建議。

關鍵字

品德教育；個案研究；臺中市品德教育推動典範標竿評選計畫

並列摘要

The purpose of this study was to analyze how to promote character education effectively in elementary schools. The case schools were two award-winning schools in Taichung city. The qualitative data were collected from interviews and documents. The research participants were principals, directors, and teachers in case schools. Based on the findings, the conclusions of this study are as follows: 1. The opportunities for the promotion of character education (1) The awareness that the school's current strategy needs to be changed (2) Using distributed leadershipto promote character education (3) School size affects school strategies for promoting character education 2. The curriculum structure of character education (1) A complete curriculum structure is beneficial to promote character education (2) The curriculum should integrate experiencial learning and practice 3. Leadership that promotes character education (1) Establishing organizations for character education (2) Shaping a common vision can make the team more cohesive in promoting character education (3) Promoting teachers' professional growth is important for improving teachers' knowledge and ability to implementing character education (4) Providing supportive environments can increase teachers' willingness to promote character education (5) Leaders lead teachers by example 4. The effect and challenge of implementing character education (1) The promotion of character education facilitate teachers to have a deeper learning of character education (2) The promotion of character education develops a common language between teachers and students (3) The promotion of character education has a positive impact on students (4) The promotion of character education inspires teachers to associate character education with the curriculum (5) The improvement of students' character literacy is not easy to observe. Finally, based on the conclusions, recommandations are made for the educational administration authorities, elementary Schools, and future researches.