國小低年級教師運用多媒體教材實施品德教育之行動研究

An Action Research on Implementation of Character and Moral Education through Multimedia Teaching Materials by an Elementary School Teacher

陳碧純(Pi-Chun Chen)

指導教授 ： 陳延興

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2013年)

摘要

本研究採用行動研究，旨在瞭解國小低年級教師運用多媒體教材實施品德教育之課程方案規劃及內容，以及在實際教學現場中如何運用多媒體教材實施品德教育課程，並探討運用多媒體教材實施品德教育的成效情形和教師的個人省思情形。最後，根據研究結果提出建議，作為研究者本身改善教學及提供進行後續研究之參考。歸納本研究所獲致的結論如下： 一、運用多媒體教材進行品德教育課程之規劃 (一)掌握核心價值意涵、結合教學目標能使課程架構更趨完整。 (二)用心積極的態度能因應品德教育課程規劃與推動之困境。 二、運用多媒體教材進行品德教育之教學歷程 (一)善用多媒體資源有助於引發學生學習興趣與專注學習。 (二)採取多元的教學策略有助於品德的學習，尤以「故事欣賞與討論發表」活動最受學生歡迎。 (三)利用常規教導與機會教育有助於落實品德的實踐。 三、運用多媒體教材進行品德教育之實施成效 (一)運用多媒體教材有助於提升學生在「尊重」、「負責」、「感恩」和「惜福」的品德表現之學習成效。 (二)學生、合作夥伴與家長肯定教師運用多媒體教材實施品德課程之教學成效。 四、教師實施品德教育課程行動方案之省思 (一)行動方案實現教育理想和解決教育實務現場的問題。 (二)教師選擇符合學生特性與興趣的多媒體教材為媒介，結合體驗活動增進教學效能。 (三)實施品德教育課程增進班級經營之成效。 (四)運用多媒體教材實施品德教育促進教師專業成長和提升反思能力。 最後，研究者根據本研究結論，對學校行政方面、對欲實施品德教育課程之教師，與未來研究提出相關建議。

關鍵字

品德教育 ； 多媒體教材 ； 行動研究

並列摘要

This study, by means of an action research, aims to understand the elementary school low-grade teacher’s plans and content of applying multimedia teaching materials to implement character and moral education as well as the ways how to carry them out in authentic teaching scene. Also, it investigates the effects of applying multimedia teaching materials to implement character education and the teacher’s individual reflections. Finally, based on the results, suggestions were proposed as references for the teacher researcher to improve her own teaching and follow-up study. The conclusions of the study are as follows:
1. Plans of applying multimedia teaching materials to implement character and moral education
Curriculum framework was made more complete by grasping the meaning of the core values and combining teaching goals. Additionally, elaborate and positive attitude can react to the difficulties of plans and promotion of character education curriculum.
2. Teaching processes of applying multimedia teaching materials to implement character and moral education
First, making good use of multimedia resources helped raise the students’ leaning interest and focus on their learning. Secondly, using multiple teaching strategies contributed to character learning, in particular, the activities of story appreciation and discussion were most welcomed by the students. Thirdly, it was helpful to the character implementation by means of instruction of regulations and occasional education.
3. Effects of applying multimedia teaching materials to implement character and moral education:
First, applying multimedia teaching materials contributed to promote the students’ character performances and learning effects of “respect”, “responsibility”, “thankfulness”, and “cherishing everything”. Secondly, the students, cooperative partners, and parents recognized the teaching effects of applying multimedia teaching materials to implement character and moral education.
4. Teacher’s reflections and growth from action plans of implementing character and moral education curriculum:
First, action plans carried out educational ideals and solved the problems in authentic educational scene. Secondly, multimedia teaching materials corresponding to the students’ characteristics and interests were selected by the teacher as means to combine experience activities and teaching effects. Thirdly, it increased the effects of classroom management by means of implementing character and moral education curriculum. Fourthly, applying multimedia teaching materials to implement character and moral education promoted teacher professional development and reflection abilities.
Finally, the teacher researcher, based on the conclusions, proposed related suggestions for the school administration, teachers who intended to implement character and moral education curriculum, and the follow-up study.

並列關鍵字

character and moral education ； multimedia teaching materials ； action research

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