- 學位論文
以服務學習為核心之品德教育行動研究以國小六年級為例
An Action Research of Character Education based on Service- Learning For Sixth Grade Students
摘要
以服務學習為核心之品德教育行動研究 以國小六年級為例 指導教授：蔡清田博士 學生：劉美楨 摘 要 本研究採行動研究，探討綜合活動領域實施以服務學習為主軸之品德教育課程對六年級學生的影響。「自律」、「關懷」、「負責」、「尊重」、「合作」等五項品德核心項目是我們依據民主參與程序所擬定之品德教育實施觀察與檢核的重點。研究者任教班級三十位六年級學生運用午休時間進行校內服務學習協助夥伴教師，或於假期空閒時間選擇就近社區進行服務學習。研究藉由研究者觀察、師生對談、教學手札、學生日誌、協同合作夥伴教師觀察記錄、家長回饋、聯絡簿、訪談等方式蒐集資料進行分析。 歸納本研究所獲致的結論如下： 一、情境分析方面：透過SWOTA分析，研究者掌握學校、學生、家長及社區特色及現況，利用優勢擬訂行動策略。 二、品德教育的規劃設計歷程：學生藉由慈濟靜思語教材之引導釐清品德核心價值相關概念。豐富多元的課程內容，使學生在充滿溫馨、正向氛圍的教室中將好的行為身體力行;服務學習對於落實品德核心價值關懷、責任、尊重與合作四面向於日常生活中有較明顯提升。 三、品德教育課程發展歷程中，包含三項實施策略: 1.6E品德教育教學法提升了學生的學習興趣與影響力。 2.資深志工知識、經驗的傳承，使新興的服務學習品德教育模式，成為豐富學生生活經驗以及品德教育內涵的良好教學策略。 3.由做中學，我們了解到人有無限可能，不可自我設限。服務學習，讓家長重新關心子女的行為表現，也以子女的表現為榮：家庭教育品質得以提升。 四、品德教育教學行動方案之評鑑與省思中發現：老師願意投注更多的心力關心學生，以更多元的教學方式進行品德教育教學，他們得到更多來自家長、學生友善的回應， 這也是對老師、研究者在教學專業上自我實踐最大的肯定。 最後，根據本研究之結論，對於未來後續的研究提出建議。 關鍵詞：服務學習、品德教育、綜合活動
並列摘要
An Action Research of Character Education based on Service- Learning For Sixth Grade Students Abstract This study is an action research to investigate the effects of the Service-Learning as the main program in the Learning Area of Integrative Activities to design the Character Education Course at the six grade students. Autonomy, caring, responsibility, respect and cooperation were set as five main themes for character education through democratic decision process. The subjects are thirty six-grade students at the researcher’s class, and they make use of the noon time to devote themselves to helping the partner teachers in school or participating community service learning on weekends. The information sources are from the researcher’s observations, the teacher-student dialogue, the notes of teaching, participants’ journals, team teachers’ observation records and the feedback of their parents, Communication Book and interviews. The researchers analyze all above materials. The main results were as follows: 1. In the situation analysis aspect：After doing the SWOTA analysis, through understanding the school, the students, the guardian and the community condition, we make the motion strategy using the superiority. 2. The character education development action projects process including：The materials which are developed by Tzu Chi teachers guide students to clarify their concept. Diversified lesson content, let students put good deeds into practice in the classroom filled with positive, joyful climate. Service-learning is a good strategy to develop students’ four main characters, especially in Caring, Responsibility, Respect and Cooperation. 3. The character education development action projects process including three strategies： The 6E teaching methods of character education improve students’ learning interests and effects. The senior volunteers’ transfer of knowledge and experience enable Service-Learning become a good teaching and learning strategy to enrich students’ learning experience and connotation of character education. By doing and learning, we understand “everyone has unlimited potential”. Parents get more concerned about their children’s behavior, and they are proud of their children. 4. In this study, the effects are evaluated by students’ learning and teachers’ teaching. Teachers devote themselves to many teaching practices of character curriculum, and they get many friendly responds from students and parents which are also the recognition for teachers themselves. This researcher’s competence has been improved in the process via deep reflection. Finally, the above results will be provided as suggestions for future researchers. Keyword: character education, service- learning, the learning area of integrated activities.