體驗式品格教育課程方案應用於課後托育中心之行動研究

An Action Research of Experiential Character Education Learning Model in Elementary After-School-Center

王怡茹(Yi-Ju Wang) ； 薛銘卿(Ming-Ching Hsueh)

《體驗教育學報》 8期 (2014/12) Pp. 108-141

摘要

本研究以體驗學習模式為基礎，以質性方式探討課程於課後托育中心使用之適切性及對參與學童之品格影響。在三週寒假期間內，對I兒童托育中心（化名）中、高年級18位學童進行六次課程，設計以平面及繩索冒險教育活動方案為執行方式之品格教育課程，包含尊重、責任、信任、互助、合作與勇氣六項主題的「體驗式品格課程實施方案」。研究採行動研究方式，運用研究諍友、活動團體訪談記錄、研究札記與課後回饋單等方法蒐集資料進行分析。課程實施後，發現此課程方案對參與者六項主題的品格認知、態度與行為有正面影響；課程中突發事件的適時輔導可提升參與者對品格概念的增強。實施歷程中，需教學團隊、課後托育中心與家長三方面合作；固定課程場域、教學團隊以提高課程穩定度，可降低遭遇實施上的困難。品格教育的成效需長時間觀察，多元蒐集學童課程回饋，可彌補課後團體訪談的不足與品格概念的釐清，有助教學者掌握參與者學習狀況；諍友給予之建議能協助教師教學能力提升與維持課程的流暢進行，且在方案之實施後能增進師生情誼。研究者在經歷個人省思後，建議托育教師在課程中與課程外的身分應做適當的轉換，且進行品格教學的方式多元，教師應多充實自我以求課程創新。

關鍵字

品格教育 ； 行動研究 ； 課後托育中心 ； 體驗教育

並列摘要

The study designed the program of ＂Experiential and Character Education＂ with six topics of respect, responsibility, trust, mutual help, cooperation, and brave based on Experiential Learning Model. The program was implemented in an after-school-center and the adoptability and influences on the characters of students were discussed. Six courses were delivered in after-school-center I (alias) during winter vacation. Participants were 18 students from third to sixth grade. The study adopted the approach of action research. Data were collected from research peers, group interview, journals, and the feedbacks from students. The results showed the program of adventure and character education had positive effects on the character cognition, attitudes, and behaviors of research participants after the courses were delivered. In addition, timely consulting for incidents occurring during the courses would improve the character cognition of participants. Furthermore, the implementation of program required the cooperation of the teaching group, after-school-center, and parents. Moreover, stable teaching environment and teaching group would advance the stability of the program and avoid the obstacles of implementation. The outcomes of character education can only be obtained through chronic observations. Collecting the feedbacks from multiple channels could make up the deficiency of group interview and help identify the concept of character which in turn would assist educators in keeping track of students' learning conditions. The suggestion proposed by peers could facilitate the teaching ability of educators and smooth the delivery of courses. The relationship between educators and students was also advanced after the implementation of program. It is suggested that, after-school-center teachers should make appropriate identity shifts, adopt multiple methods for character education, and pursue self-education to initiate innovative courses.

並列關鍵字

action research ； after-school-center ； character education ； experiential education

參考文獻

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