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  • 學位論文

國民小學教師實施尊重與關懷體驗學習之行動研究

An Action Research of An Elementary School Teacher's Implementation of Experiential Learning on Respect and Caring

指導教授 : 陳延興
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摘要


本研究採用行動研究法,旨在瞭解教師實施尊重與關懷體驗學習課程的內容設計,在教學現場中所面臨的困境及因應策略,並探討實施尊重與關懷體驗學習課程對學生的影響,以及教師個人收穫與省思。 研究者以任教的國小高年級班級之36位學生為研究參與者,實施為期10週以「尊重」與「關懷」為主題的體驗學習課程,藉由教學觀察、學習單、日常行為觀察、訪談紀錄等資料,並以自評與他評檢核表之前後測數據進行分析。本研究所獲得之結論如下: 一、「尊重」與「關懷」可以作為國小品格教育課程的主軸,體驗課程可依據Kolb體驗學習圈四個學習歷程:「具體經驗」、「觀察內省」、「抽象思維」及「主動驗證」,進行品格教育課程之設計。 二、尊重與關懷體驗學習能讓學生在活動中產生實在的經驗,使用實物教材有助於讓品格意涵具體化,在行動中產生經驗轉化,在體驗中對尊重與關懷產生認同。 三、藉由資料結果分析,顯示在尊重與關懷體驗學習課程實施之後,學生在「不使用語言侵犯他人」、「考量與尊重他人選擇」、「尊重與傾聽他人想法」、「容忍與接納差異」、「關注傾聽」、「助人」與「寬容」等態度及行為上,有所進步。 四、教師釐清尊重與關懷之概念,選擇以學生為主體的經驗材料,設計合適的體驗學習活動,適時融入最佳的生活教材,並且藉由後續課程的融入與鼓勵學生在日常生活中加以實踐,以延伸品格教育的效果。 五、在行動研究的歷程中,不但有助於解決教學現場的問題,讓學生在練習處理人際關係的衝突中成長,也讓研究者反思自我,改善待人處事不正確的心態與想法。

關鍵字

尊重 關懷 體驗學習

並列摘要


This action research aimed to understand the curriculum design of experiential learning on respect and caring. The researcher also examined the difficulties she faced in teaching and the strategies she coped with, and also explored the impact of experiential learning program on students, as well as the personal growth on her professional work. The researcher adopted the action research in ten weeks and chose her pupils as research participants when they were fifth and sixth graders. She collected and analysed her data from the teaching observation, lesson plans, daily behavioral observation on pupils, interview with pupils and self-evaluation form and evaluation forms by the other colleagues. The research findings were as following: 1. The values of "respect” and “caring” could be used as the main themes in the character education curriculum for the elementary students. And the character education curriculum was based on the Kolb’s experiential learning circle’s four learning processes: concrete experience, reflective observation, abstract conceptualization, active experimentation. 2. This “respect” and “caring” experiential learning curriculum could make pupils have the real experience, and using the real things and teaching materials could make the meaning of character education possible. Then the pupils could transform the meanings in action and make them agree with the meanings of respect and caring in the process of experimentation. 3. According to the data analysis, after the implementation of experiential learning curriculum, the pupils have improved their attitudes and action in the following dimensions: not use hurtful words to insult others, consider and respect the others' choices, respect and listen to the others ideas, tolerance and acceptance of individual differences, become more helpful toward others, and be generous to others. 4.Teachers should clarify the concepts of ‘respect’ and ‘caring’ while teaching character education, select the teaching materials based on the ideas of "students as subject", design appropriate experiential learning activities, and integrate such materials in proper timing to foster and encourage students to practice in their daily lives. Then, the teaching effects could be continuously improved. 5. During the process of doing this action research, it not only could be helpful for the researcher to solve the problems in her teaching practice, but also be useful for the students grow up in their practice of interpersonal conflicts. Meanwhile, the teacher as researcher could do self-reflection during the process of teaching to improve her improper attitudes and ways of thinking while dealing with others.

並列關鍵字

respect caring experiential learning

參考文獻


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被引用紀錄


吳淑惠(2015)。運用繪本實施國小二年級品格教育之行動研究-以「尊重」與「關懷」為例〔碩士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201614030364

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