本研究旨在探究國民小學低年級教師對於品德教育實施之觀點,在質性研究的架構下,以半結構性訪談的方法進行研究。希望藉此研究可以瞭解國民小學低年級教師對於品德教育抱持的理念,以及低年級教師對於自我在品德教育中角色之看法,並且探究低年級教師在品德教育的實施策略,和低年級教師實施品德教育面臨的困難。 本研究之結論如下: 一、低年級教師認為品德是:做人處事的基本態度與能力、是正確的價值判斷教育、是個人的生活態度,品德教育是學校教育的重心、是潛在教育也是孩子將來生活的依歸。 二、在品德教育中低年級教師對自我的角色認為:教師是孩子身教與言教的學習典範、是學生的啟蒙與引導者、是傳道授業與解惑者、是價值觀念的引導與澄清者,教師扮演多重角色。 三、低年級教師在品德教育的教學策略上:教材來源是-現有課本、影片、繪本、故事書、經書典籍、網路資源、新聞事件、生活事件、民間團體提供的資源或書籍以及利用研習相關的資訊等。適合低年級學童的教學活動有-欣賞影片、說故事、閱讀繪本、透過表演方式、實際演練、融入各科教學、善用聯絡簿與圖畫日記或者寫心得感想。實施時間是-利用晨光及導師時間、與正式課程配合、融入教學活動以及機會教育。 四、低年級教師實施品德教育面臨的困難有三方面:在學校方面面臨的困難是教學時間不充裕、教材不足、缺乏學校行政多元的支援。在家庭方面面臨的困難是教師與家長的觀念和態度不一致、學生的表現不如預期。在社會方面所面臨的困難是負面且不良的資訊媒體對孩子造成言語與舉止不良、孩子的價值觀念被混淆以至失去判斷能力、孩子在認知上產生衝突。 綜合歸納本研究,研究者對於品德教育提出一些具體的建議,以供學校、家長、社會媒體參考。
This research aims to investigate first and second grade teachers’ perspectives of character and moral in Public Elementary Schools. Under the framework of qualitative research, this study primarily conducts semi-structured interview, in an attempt to realize first and second grade elementary school teachers’ attitude towards character and moral education, examine how these teachers define themselves in the role of carrying out character and moral education, and finally investigate the methodology that they use to implement character and moral education as well as the difficulties they encounter during the process. The results can be concluded as follows: 1.From first and second grade elementary school teachers’ perspective, character and moral education is: basic attitude and ability to deal with people and things, appropriate education on moral judgment, the way of an individual lives, the focus of schooling, a kind of hidden curriculum as well as the principle that children will follow for the rest of their life. 2.In character and moral education, first and second grade elementary school teachers define their role as: role models for children’s conducts and precepts, the one who enlightens and instructs students, the one who preaches his doctrines and clarifies pupils’ questions, the one who guides and illuminates students’ values; in fact they play multiple roles. 3.In character and moral education, the strategies that first and second grade elementary school teachers adopt are: various kinds of teaching materials, such as textbooks, films, picture books, story books, classics, online resources, news events, life events, resources or books provided by non-profit organizations, related information gained from workshops. The activities suitable for first and second grade students are film watching, storytelling, picture book reading, acting, practical exercise, interdisciplinary integration, the use of communication book as well as picture diary, or reflection writing. The appropriate timing for these activities is morning study and teacher’s time, in cooperation with regular class, in combination of teaching activities, and education by opportunities. 4.In character and moral education, the difficulties that first and second grade elementary school teachers encounter are from three aspects: in the aspect of school, insufficient time for teaching, inadequate teaching materials, and lack of assistance from school administration are the main problems. In aspect of family, the difficulties lie in the inconsistency of teachers and parents’ viewpoints and attitudes, and the difference between what teachers expect and what students actually perform. In aspect of society, bad news media exert negative influence on children’s speaking and behaviors; children’s values are confused that they lose the ability to tell right or wrong, giving rise to their cognitive conflicts. Finally, the researcher comes up with a few concrete suggestions for schools, parents, and media.
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