國民小學品德教育實施之探究

陳姿吟(TZU-YIN CHEN)

指導教授 ： 李奉儒

國立中正大學/教育學院/教育學研究所/碩士(2013年)

摘要

本研究旨在探討國民小學推動品德教育的實施現況、實施成效、實施困境和因應策略等。本研究採質性訪談研究法，選擇十二位分屬於嘉義市品德教育績優學校和非品德教育績優學校的教師進行半結構訪談。本論文獲致以下結論：

1.品德教育績優和非績優學校皆重視家庭功能和教師的以身作則，目前多採服務學習的方式培養誠實和感恩的個性；前者強調行政端和教學端互助合作和尊重的校園文化，後者則強調彈性的師生互動和關懷的校園文化。

2.品德教育績優和非績優學校皆重視學校行政端和教學端共同以文字和照片來評鑑學生表現，其結果是有進步的；前者強調品德教育隨學生年級和學校規模大小有不同成效，後者則強調以學生負面行為減少為指標。

3.品德教育績優和非績優學校的訪談結果皆顯示，家庭和學校的不協調、社會的不良示範、行政端形式化的宣傳、教學端的應付配合、政策不具體且變化快速等，都造成品德教育的實施困境；前者強調品德教育的實施時間不夠，後者則強調品德教育促進方案過於表面化。

4.品德教育績優和非績優學校皆顯示教師需要自我調整和專業成長，應重視學校內部、家庭、社會以及政策之間的溝通與協調；前者強調面對各種困境的正向態度；後者則強調品德教育要回歸教育本質。

關鍵字

品德教育促進方案 ； 實施 ； 品德教育 ； 國民小學

並列摘要

The aim of this research, by employing qualitatively interview method, is to investigate the status, effectiveness, and challenges of the implementation and strategies for promoting moral/character education in elementary schools. Twelve teachers, purposively selected from the excellent schools and the non-excellent school of moral/character education, are interviewed. The main findings of this research are as follows:

1.Both schools put importance to the functions of family and teachers’ modeling and adopt service-learning to develop students’ honesty and thankful characters. The excellent schools emphasize better cooperation between the administrative side and the teaching side, and a respectful school culture. The non-excellent schools rather underline the flexible interaction between teachers and students, and a caring school culture.

2.Both schools assess students’ performance through words and photos, and the results are progressive. The excellent schools highlight the effectiveness of moral/character education is due to the students' age and the schools’ size. The non-excellent schools raise the indicators as the students’ negative behaviors are decreased. However, school teachers do not often participate in moral/character in-service education.

3.Both schools teachers’ point out that the incompatibility between families and schools, the adverse social demonstrations, and the unspecific and fickle policies are all the challenges faced when they implement moral/character education. The excellent schools claim that they do not have enough time to work on moral/character education. The non-excellent schools argue that moral/character educational project is too floating to cultivate students’ morality.

4.All teachers need to self-adjust and enhance professional development, and establish good communication and coordination among schools, families, societies and policies. The excellent schools especially stress the positive attitudes towards difficult situations and the non-excellent ones indicate that moral/character education should return to the essence of education.

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