創意教學融入國小品格教育方案之行動研究

創意教學融入國小品格教育方案之行動研究摘要本研究旨在分析品格教育與創意教學相關之論述與研究，探討透過創意教學發展品格核心價值感恩、尊重、愛教學方案之策略與模式實施之情形。本研究採行動研究法，邀請北市某親子成長班的學生為研究參與者，進行十二次三階段核心價值之創意品格課程。透過行動研究之歷程，歸納出本研究之結論如下: 一、創意教學運用在國小品格教育教學之策略與模式之實施歷程，可有效提升學生品格行為能力，並且具體影響學生品格之認知、情意與行動能力。二、創意教學融入國小品格教育對於學生行為表現具體之影響: (一)有效協助學生確立「感恩」之觀念，學生生活中微笑與他人打招呼、下課互道感恩與祝福；能以感恩心快樂面對人、事、物，心境上更開朗。 (二)建立學生「尊重」之態度，能提升自我欣賞與接納他人、尊重別人的生活態度；小組發揮團隊精神合力完成任務；討論分享時確實做到尊重與聆聽，並給予發言者加油打氣善意回饋；也能將此好習慣運用在家中與學校生活中。 (三)親師生與諍友對發展「愛」的情操抱持高度肯定，協助特殊需求學生學習；將愛與關懷化為行動帶入社區；發揮同儕力量在關懷中學習、在愛中成長。最後，根據研究結果與討論，提出對創意教學運用在國小品格教育之具體建議，以供有意融入創意教學發展品格教育之教學者以及未來相關研究之參考。關鍵字 : 創意教學、品格教育

關鍵字

創意教學；品格教育

並列摘要

The Action Research on Putting Creative Teaching into Character/Morality Education at Elementary School Students Abstract My research is to analyze the related discussions and studies between character/morality education and creative teaching; meanwhile, to discuss about the implementation conditions of the strategy and patterns which the lesson plans are designed along with creative teaching to develop the core values of character/morality – gratitude, respect and love. I took the action research so as to invite the students who attended at one of parent-child classes in Taipei to join in this research, and proceeded creative character/morality courses twelve times for 3-phase core values. Through the process of action research, I draw some conclusions as follows: 1. It is able to promote effectively the students to be on better behavior, and have the concrete influence on their cognition, affections, and action capacities of the character/morality when making good use of creative teaching into character/morality education classes for the elementary school students. 2. What kind of the concrete effect upon the behavior and performance of the students when bringing creative teaching into character/morality education for the elementary school students? (1). It can do an effective favor for the students to set up their concept of the “gratitude”. The students can often say hello to others with a smile in their life, and say thanks and bless each other after the teacher dismiss the class. They also can confront the people, the events, and the substances happily with their hearts of gratitude, and even are in a sunnier mood. (2). To set up the students’ attitude of the “respect” : It can let the students promote the self-admiration, accept other persons, and respect others’ different living attitude. A squad can make the most of team spirit to complete their tasks. They can exactly not only reach to respect and listen but also cheer the speaker on and feedback with good will when sharing the discussions. It also can let them bring this good habit into full play either at home or in their school life. (3). All of the teachers and students and the friends who give forthright admonition take in the high affirmative for the development of “loving” sentiment. They can help some students in special need to learn well. They can put love and concern into practice and bring it into the community. They also can bring the might of same generation into full play to learn well in full concern and to grow up in full love. Finally, according to the research conclusions and discussions, the concrete suggestions on putting creative teaching into character/morality education for elementary school students are submitted for their reference, whom concerns about the creative character/morality lesson plans and whom will proceed the related study in the future. Key words: Creative teaching, Character Education