- 學位論文
臺中市國民中學教師實施品德教育的困境與因應策略關係之研究
Study on Junior High School Teacher's Strategies for Obstacles of Implementing Moral Character Education in Taichung City
摘要
本研究旨在探討臺中市國民中學教師實施品德教育的困境與因應策略之現況，以及不同學校背景變項和個人背景變項的教師實施品德教育的困境與因應策略是否有差異，並探討教師實施品德教育的困境與因應策略之相關情形。 本研究係以103學年度任職於臺中市公立國民中學全體教師為研究對象，以問卷調查為研究方法，採分層隨機抽樣共計發出調查問卷620份，回收的有效問卷為528份，有效問卷回收率為85.2％，並以平均數、標準差、獨立樣本t檢定（independent-samples t-test）、獨立樣本單因子變異數分析（one-way ANOVA）、皮爾森積差相關（Pearson product-moment correlation）等方法進行統計分析，根據研究結果歸納以下結論： 壹、臺中市國民中學教師知覺的品德教育實施困境最主要是來自「社會層面困境」，其餘依序是「家庭層面困境」、「學校層面困境」、「政策層面困 境」及「學生層面困境」 貳、臺中市國民中學教師知覺的品德教育實施困境的因應策略最佳的是「社會層面困境的因應策略」，其餘依序是「學生層面困境的因應策略」、「家庭層面困境的因應策略」、「政策層面困境的因應策略」及「學校層面困境的因應策略」 参、屯區、一般大學修畢教育學程、專任教師之臺中市國民中學教師，其知覺品德教育實施困境較大 肆、學校規模36~44班與63(含)班以上之臺中市國民中學教師，其知覺品德教育實施困境的因應策略較學校規模45~53班的教師高 伍、臺中市國中教師品德教育「實施困境」與「因應策略」之間有低度的正相關，顯示臺中市國民中學教師遭遇的品德教育「實施困境」越大時，可能其「因應策略」也會相對較多 根據上述研究結論，本研究提供建議如下： 壹、對教育行政機關的建議 一、敦請專家學者研發一系列有系統的品德教育教材，協助教師實施品德教育 二、加強宣導使教師了解〈教育部品德教育促進方案〉的具體內容 三、充實教育部品德教育資源網的內容並將之依不同教育階段分級 四、將品德教育列為各師資培育大學教育學程必修科目，提升教師品德教育專業知能 貳、對學校單位的建議 一、安排教師品德教育增能的相關課程培訓與研習活動 二、成立教師品德教育成長團體 三、採用合作方式學校、家庭與社會形成教育夥伴關係一起推動品德教育 四、利用特定節日舉辦全校性的品德教育相關活動 參、對臺中市國民中學教師的建議 一、利用上課時間將品德教育相關議題融入課程內容中，隨機進行品德教育 二、樹立教師楷模對學生進行品德教育的「身教」示範，以達潛移默化之功效 三、對學生進行品德教育的「境教」，以達潛移默化之功效 四、讚揚學生符合美好德性的言行舉止，讓其他同學見賢思齊 五、利用特定節日舉辦班級品德教育相關活動 肆、對未來研究之建議 一、建議後續研究者擴大研究對象，以建立更完整的實徵資料並做更廣泛的推論 二、建議後續研究者能以質性研究法加以探究教師實施品德教育的困境與因應策略，以獲得更深入的實徵性資料 三、建議後續研究者能將教師的年齡、宗教信仰、有無加入福智文教基金會的生命教育工作坊等變項加入，以豐富相關研究成果 四、建議後續研究者能結合服務學習的方向來進行品德教育的研究 五、建議後續研究者將有實施與沒實施品德教育的教師區別開來，研究其對品德教育實施困境與因應策略的看法是否有差異
並列摘要
The purpose of this study was to explore the current obstacles of moral character education that junior high school teachers face in Taichung City and strategies they employ and then to explore the correlation between the variable of different school backgrounds and the variable of teachers' backgrounds about their strategies to implement moral character education. The researcher formulates questionnaires as research method, which selected teaching staff of public junior high school in Taichung City as study subjects, adopting random sampling to output mean, standard deviation, independent-samples t-test, one-way ANOVA and Pearson correlation for statistic analysis and discussion. Among the 620 copies of questionnaires, 528 questionnaires are collected, which is 85.2% of the total questionnaires. Major study findings are as follows: (1) Obstacles of implementing moral character education, which junior high school teachers in Taichung City perceive, are mainly from obstacles of social level, followed by obstacles of family level, obstacles of school level, obstacles of political level, and then obstacles of student level. (2) The best strategy to obstacles of implementing moral character education, which junior high school teachers in Taichung City perceive, is strategy to obstacles of social level, followed by strategy to obstacles of student level, strategy to obstacles of family level, strategy to obstacles of political level, and then strategy to obstacles of school level. (3) Among the junior high school teachers in Taichung City, teachers in Tun District, teachers who took pre-service education courses in college other than normal college, or full-time teachers other than homeroom teachers or teachers who have administration position, perceive that they face much greater challenges in implementing moral character education. (4) Teachers in schools, which consist of 36 classes to 44 classes or more than 63 classes, tend to perceive they face more obstacles of implementing moral character education than those in schools, which consists of 45 classes to 53 classes. (5)The correlation between obstacles of junior high school teachers in Taichung City implementing moral character education and strategies is low, which means teachers have more strategies when obstacles they face are greater. Suggestions for education authorities: (1) They should invite experts and scholars to develop systematic moral character education teaching material to assist teachers to implement moral character education. (2) They need to help teachers know the content of moral character education promotion policy made by Ministry of Education. (3) The content of the website of moral character education resources provided by Ministry of Education should be enriched and classified for students of different education levels. (4) Pre-service education courses in college should list the course of moral character education as requirement in order to enhance teachers' professional skills to implement moral character education. Suggestions for schools: (1) Schools should provide in-service learning or programs about moral character education for teachers. (2) Moral character education growth groups should be formed at school. (3) Schools, families, and society should team up to promote moral character education. (4) Activities about moral character education should be held on certain holidays for all school students. Suggestions for junior high school teachers in Taichung City: (1) Issues of moral character education should be contained in teaching material and teachers should implement moral character education in class from time to time. (2) Teachers should set up good examples of themselves for students to follow. (3) Teachers should set up suitable class environment for teaching moral character education. (4) Teachers should praise and reinforce students' good speech and behaviors to promote moral character education. (5) Teachers should hold class activities about moral character education on certain holidays. Suggestions for future study First, the number and location of the research subjects are suggested to expand in order to build more complete data to make extensive inferences Second, qualitative research is also suggested to explore obstacles of moral character education that teachers face and their strategies. Third, researchers are welcome to explore the variables of teacher's age, religion, or the participation of life education workshop of Bliss and Wisdom Foundation of Culture and Education. Fourth, researchers are also welcome to explore the variable of service learning in implementing moral character education. Fifth, researchers are welcome to explore differences between teachers who implement moral character education and those who don't to see whether they have different opinions about the obstacles or strategies when implementing moral character education.