新北市國中導師以品德聯絡簿推動品德教育核心價值之研究

A research of core values of character education promoted by junior high school homeroom teachers with character communication books in New Taipei city.

林志晟(Chih-Cheng Lin)

指導教授 ： 薛雅慈

淡江大學/教育學院/教育政策與領導研究所碩士在職專班/碩士(2013年)

https://doi.org/10.6846/TKU.2013.00347

摘要

論文名稱：新北市國中導師以品德聯絡簿推動品德教育核心價值之研究 頁數：178
校系(所)組別：淡江大學教育政策與領導研究所碩士在職專班
畢業時間及提要別：101學年度第2學期 碩士學位論文提要
研究生：林志晟 指導教授：薛雅慈
論文提要內容：
本研究旨在探討新北市國中導師以品德聯絡簿推動品德教育核心價值之現況，並提出研究結論與建議，期能提供給學校、導師及新北市政府教育局往後編製「新北市品德教育家庭聯絡簿」作為參考依據。本研究回顧過往文獻，建立研究架構，採用問卷調查法，以「新北市國中導師以品德聯絡簿推動品德核心價值問卷」作為研究工具，研究對象為新北市公立國民中學學生，總共發出問卷930份，回收867份，有效問卷回收率達93％。
本研究之結論如下:
壹、新北市導師以品德聯絡簿推動品德教育引導學習品德之情況良好。
貳、新北市以品德聯絡簿推動國中學生實踐品德核心價值整體表現屬高度水準，其中以「尊重」層面得分最高，「正義」層面得分最低。
参、新北市不同性別的國中學生透過品德聯絡簿實踐品德核心價值，在「尊重」、「助人」、「關懷」、「誠信」、「公德」、「合作」、「感恩」、「孝悌」八個層面中，女生實踐品德核心價值的情況皆優於男生。
肆、新北市不同年級的國中學生在「公德」層面中，七年級的實踐情形優於八年級和九年級；而在「誠信」、「合作」、「正義」、「孝悌」、「自主」五個層面中七年級的實踐情形皆優於八年級。
伍、新北市不同學校位置的國中學生透過品德聯絡簿實踐品德核心價值的整體情形，在「助人」、「反省」、「誠信」、「正義」四個層面中，偏遠地區的國中學生實踐品德核心價值的情況皆優於一般地區的國中學生。
陸、新北市不同學校規模的國中學生在透過品德聯絡簿實踐品德核心價值，在「尊重」、「感恩」兩個層面中，中型學校的實踐情形優於大型學校；而在「助人」、「反省」、「正義」三個層面中，小型學校的實踐情形皆優於大型學校。
柒、新北市不同年資的導師在「正義」層面中，年資5年以下的導師以品德聯絡簿引導學生實踐品德核心價值的情形優於年資6-15年及16-25年的導師。
捌、新北市不同年齡的國中導師，在「導師引導時機」層面中，31-40歲的導師較51歲以上的導師善於利用不同的時機以品德聯絡簿引導學生學習品德教育。
玖、新北市不同年資的國中導師，在「導師引導方式」層面中，導師年資5年以下的國中導師較導師年資6-15年及16-25年的國中導師善於運用不同的引導方式推動品德教育。
拾、新北市國中導師以品德聯絡簿引導學習品德教育與學生實踐品德核心價值具有低度正相關的關聯程度。
根據上述結論，本研究提出下列建議:
壹、對學校經營者的建議
一、鼓勵導師多利用教育局所規劃之教學媒材。
二、鼓勵學校發展適合的品德核心價值並將品德教育納入校務發展
　　計畫。
三、強化品德教育家庭聯絡簿功能。
四、增強一般地區實踐品德教育核心價值。
五、增強大型學校實踐品德教育核心價值。
六、建議辦理品德教育聯絡簿使用說明會。
貳、對導師的建議
一、增強「正義」層面核心價值實踐。
二、增強「助人」層面核心價值實踐。
三、增強八、九年級學生實踐品德教育核心價值。
四、增強男學生實踐品德教育核心價值。
参、對教育局的建議
一、品德聯絡簿之封面圖案是否可以開放給學生票選。
二、品德小品開放給學生投稿很好，但希望能多增加學生作品數量
三、紙張的品質不佳，筆很容易斷水。
四、每日諺語中的英文句子難度太高。
五、品德聯絡簿使用頻繁是否可以增加書套或強化封面紙張。
關鍵詞：品德教育、品德教育核心價值、品德教育家庭聯絡簿、教師品德引導

表單編號：ATRX-Q03-001-FM030-01

關鍵字

品德教育 ； 品德教育核心價值 ； 品德教育家庭聯絡簿 ； 教師品德引導

並列摘要

Title of Thesis: A research of core values of character education promoted by junior high school homeroom teachers with character communication books in New Taipei city. Total pages: 178
Key word: character education, core value of character education, character communication book, teacher guide to learn character
Name of Institute: Executive Master’s Program in Educational Policy and Leadership, Tamkang University
Graduate date: June, 2013 Degree conferred: M. Ed.
Name of student: Chih-Cheng Lin Advisor: Ya-Ci Hsueh
林志晟
Abstract:
This research aims to explore the current state of the New Taipei City junior high school teachers with character communication books promoting the core values of character education, and to make a number of conclusions and suggestions. The research can offer references of compiling character communication books for schools, homeroom teachers, and education department of the New Taipei City . The research takes a look at previous documents, using survey method and establishes the research framework by adopting "Research survey of core values of character education promoted by the New Taipei City junior high school homeroom teachers with character communication books" as a research tool. Rerearch objects are the junior high school students of New Taipei City. Of a total of 930 questionnaires issued, 867 are valid, so the percentage of valid questionnaires are 93%.
The conclusions are as follows:
1. The current state of the New Taipei City junior high school teachers with character communication books promoting the core values of character education is good.
2. As a whole, the practice of promoting core values of character education with character communication books in New Taipei city is at high level. Among the practice of core values, “respect”scored the highest, whereas “justice”get the lowest grades.
3. In the practice of “respect”,”help”,”caring”,”honest”,”public moral”,”cooperation”,”grateful”,”piety”,there are significant differences between different genders of junior high school students, with girls socring much higher than boys.
4. In the practice of “public moral”, there are siginificant differences between different grades, and the seventh graders score higher than eighth and ninth graders. In the practice of “honest”,”cooperation”,”justice”,”piety”,”autonomous”, the seventh graders score higher than eighth graders.
5. From the students of one school district to those of another, there are significant differences in the practice of “help”,”reflection”,
”honest”,”justice”,and remote district score higher than general district.
6. In the practice of “respect”,”grateful”,the junior high school students of the middium-sized school get higher scores than the large-sized school. In the practice of “help”,”reflection”,”justice”,the junior high school students of the small-sized school get higher scores than the large-sized school.
7. In the practice of “justice”,there are significant deference between New Taipei City junior high school homeroom teachers of differnet seniority, and the seniority below 5 years get higher scores than 6-15 and 16-25 years.
8. In the different age of New Taipei City junior high school homeroom teachers, 31-40 years old are more adept at using differnet moments to guide students to learn character education than over 51 years old.
9. In New Taipei City junior high school homeroom teachers of diffenent seniority, the teachers’seniority of below 5 years are more adept at using different methods promoting character education than 6-15 and 16-25 years.
10. New Taipei City junior high school teachers with character communication books guide to learn character education and the state of junior high school students practicing core values of character education has low positive relation.
On the basis of the conclusions listed above, this research offers the following suggestions：
1.For school operators：
(1) Encourage homeroom teachers to use teaching materials which are planned by education department.
(2) Encourage schools to develop proper core values, and bring into the developing plan of administrative affairs of a school
(3) Strengthen the function of character communication books.
(4) Enhance the state of practicing core value of character education in general district.
(5) Enhance the state of practicing core value of character education in large-sized school.
(6) Suggest holding explanation session for using character communication books.
2. For homeroom teachers：
(1) Enhance the core value of “justice” into practice.
(2) Enhance the core value of “help” into practice.
(3) Enhance students to practice the core values of character education in the eighth and the ninth grade.
(4) Enhance schoolboys to practice the core values of character education.
3. For education department：
(1) The cover designs of character communication books can open to the students vote.
(2) The character essays open to students posting very well, bute hope can increase the number of students’ works.
(3) The quality of the paper is so poor that the pen is easy to run interrupted of ink.
(4) The daily English proverb is too difficult to read.
(5) Because the character communication books are frequently used, tag on a book cover or strengthen cover paper will be better.

Keywords：character education, core value of character education, character communication book, teacher guide to learn character

表單編號：ATRX-Q03-001-FM031-01

並列關鍵字

character education ； core value of character education ； character communication book ； teacher guide to learn character

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