應用讀經課程進行國小六年級學生品德教育之行動研究

An Action Research of Teaching Character Education through Reading Chinese Classics on Sixth Grade Students in Elementary School

李信男(HSIN-NAN LI)

指導教授 ： 蔡清田

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(2016年)

摘要

本研究採取行動研究的方式，利用讀經課程來進行國小六年級學生的品德教育。在此研究中，研究的對象為玉山國小六年甲班的6位學生。在此課程方案中，主要的讀經教材為《弟子規》，課程方案的期程為期十二週。研究者欲了解應用讀經課程來進行品德教育時可能遭遇的問題，並分析學生的學習表現，探討讀經課程對學生品德行為表現之成效。因此本研究主要探討的問題包含如下：
一、從情境分析探究應用讀經課程進行品德教育的現況與省思為何？
二、規劃讀經課程行動方案的歷程與省思為何？
三、實施讀經課程行動方案的歷程與省思為何？
四、評鑑讀經課程行動方案的歷程與省思為何？
本研究在準備階段先利用觀察及訪談來了解研究對象的品德行為表現，作為行動方案設計的依據。資料蒐集的方式包括觀察、訪談、錄影、學習單以及課程回饋單。最後採用三角檢證作為檢核方式。研究者在對研究歷程分析與省思之後，得到以下結論，期能提供同樣欲利用讀經課程進行品德教育的教育工作者做參考：
一、由情境分析中顯示在研究情境中實施應用讀經課程進行品德教育之行動方案有其必要性及可行性，且情境分析有助於研究者了解學生的品德行為表現以及行動方案的優勢條件及不利因素。
二、由規劃讀經課程行動方案的歷程與省思中發現《弟子規》為適合的讀經教材，並根據情境分析以及教材，規劃課程目標，設計行動方案，運用相關教學資源，最後省思及修正課程方案。
三、由實施讀經課程行動方案的歷程與省思中發現教師的身教及專業有助於課程方案的進行，而且研究對象已能自行解經、教師僅需從旁引導。輔助的教材有助於提升學生的學習興趣，結合生活經驗有助於實施行動方案的成效。
四、由評鑑讀經課程行動方案的歷程與省思中發現學生在「知善」方面有所提升，在「行善」方面仍需加強，透過課程與教學的評鑑可提供教師改進教學的依據。

關鍵字

讀經 ； 弟子規 ； 品德教育 ； 行動研究

並列摘要

The purpose of this action research was to determine how teaching character education through reading Chinese classics affected the behavior of students. The participants in the research consisted of six sixth grade students from Yu-shan elementary school. The main Chinese classics material is Di Zi Gui. The timeframe of the research was twelve weeks. Through the implement of reading Chinese classics on the students, the researcher analyzed the potential problems arisen in implementation ,the impact on the students’ behavior, and learning performance. The research issues were as follows:
1.What are the reflections and current situation of teaching character education though reading Chinese classics by using situational analysis?
2. What are the reflections and process of planning reading Chinese classics curriculum？
3. What are the reflections and process of implementing reading Chinese classics curriculum？
4. What are the reflections and process of evaluating reading Chinese classics curriculum?
In the preparation stage of this study, the data gathered by observing the students’ initial character behavior and interviewed to design the base for action programs. The data collected consisted of observation, interviews, videos, worksheets and curriculum implementation questionnaires. The triangular authentication was used as the method of checking. Data analysis showed the conclusions as follows:
1. The situational analysis showed that it is necessary and feasible to teach character education by reading Chinese classics. The situational analysis helped the researcher realize the students’ character behavior and find out the advantage and unfavorable factors of action research programs.
2. The reflections and process of planning reading Chinese classics showed that Di Zi Gui is a suitable Chinese classies material for the students. The researcher based on the situational analysis and teaching material to plan course objectives, design action research programs, and use related teaching resources. After implementing the programs, the curriculum was reflected and corrected.
3. Through implementing reading Chinese classics, it showed that the teachers profession and teaching by example were good for implement the curriculum. The participants could explain most of the text of the Chinese classics by themselves. The teachers only assisted students. Auxiliary materials helped to enhance students' interest in learning. Combining with life experiences of the students contributed to the effectiveness of the implementation of action research programs.
4. Through evaluating the process of reading Chinese classics, the students have improved to know more about the correct behavior. However, the correct behavior needed to be strengthened. Through evaluating curriculum and teaching, it provided the suggestions that could help teachers to improve teaching.

並列關鍵字

reading Chinese classics ； Di Zi Gui ； character education ； action research

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