兒童讀經班對國小學生品格發展之影響

Effects of Children's Classical Reading Classes on the Character Development of Elementary School Students

崔德鄰(Der-Lin Tsuei)

指導教授 ： 黃惠萍

國立臺灣師範大學/教育學院/社會教育學系/碩士(2011年)

摘要

本研究旨在探討兒童讀經班之教學活動對國小學生品格發展之影響。品格是體現於思想與行動中的良善心智，無論是西方希臘哲學中之德行倫理學，現代Kohlberg、Lickona與Noddings的道德教育理論，或是東方的儒家孔孟文化思想，均重視教導並培養人們正確的品格倫理觀念。本研究汲取東西方文獻，從道德認知、道德感受及道德行動三個面向，以責任、值得信任、尊重、關懷、公平及公民責任六項品格核心價值，作為觀察讀經教育對國小學生品格發展影響之指標。
近年來我國民間積極發展之兒童讀經運動，是以親子共讀之方式，希望藉由學習古聖先賢的處世智慧與修己利人之思想，提昇兒童心智成長之內發性與主動性。讀經活動能幫助兒童養成閱讀習慣，而閱讀習慣的養成不僅能增進兒童對文本知識的理解、培養理性思考能力，更能涵養其自信與積極的生活態度。此正與品格教育所強調之理性判斷能力有關。本研究以兒童讀經教育活動作為案例，探討其對形塑國小學生良好品格之影響。
本研究以問卷調查及深度訪談方式蒐集資料，並參考相關文獻編製兒童讀經班參與學童品格發展問卷及訪談大綱。同時，以立意抽樣方式，選取崇德光慧讀經中心桃園縣地區願意配合協助之班級為研究對象。主要研究結果如下：
一、品格發展方面
整體而言，本研究中所觀察之兒童讀經教育課程，在國小學生品格發展中，對其道德認知、感受及行動等三方面，均有正面影響。學童在接觸兒童讀經教育後，在「關懷」及「公民責任」方面，有特別良好的表現，但在「公平」及「責任」方面，則仍須師長的叮嚀與引導，以進一步地體驗與學習。
二、教材教學方面
讀經課程由各班依實際狀況決定，但因是混齡教學、新舊生混合上課，在教學進度安排設計上，會考量新舊課程及教材難易度之搭配。而志工老師多以朗誦帶讀方式進行課堂教學，但也鼓勵小朋友積極參與課堂活動。在小班制混齡教學的低師生比例下，老師較能進行近距離互動輔導，以減少兒童學習差異。讀經班每學期都會舉辦戶外親子活動，增進彼此情誼。在現今少子化的社會，兒童也可在讀經班團體活動中，與不同年齡的同學互動相處，學習兄友弟恭之悌道。
三、學童學習情況方面
學童在接觸讀經教育後，學校課業學習的專注力多有提升，並能增進與老師及同學間的人際互動。而參與兒童讀經活動之學生家長，家庭親子關係也較密切。另一方面，多數家長雖會陪同子女上課，但在家陪伴複習的家長則相對較少。
四、家長與老師對讀經教育之看法
家長及志工老師多提到身教的重要，認為在鼓勵兒童學習經典的同時，亦須督促自己以身作則，成為兒童的榜樣。參與兒童讀經班活動之學生家長及志工老師，也多有意願繼續參加相關課程，並認為兒童讀經是值得推廣的教育活動。
在訪談過程中，有受訪家長提到，希望老師在課堂中能使用音樂、圖卡或其他輔助教學方式，吸引小朋友的注意力；對中高年級學生，則希望增加簡單的文義解釋，讓小朋友對經典的內容主旨有所瞭解。受訪志工老師則提及，希望家長能積極參與親子共讀活動，陪同孩子一起成長；也期盼能有更多政府公共資源的挹注與社會大眾的支持，讓更多人有機會接觸並瞭解兒童讀經教育的重要。
本研究依據研究發現提出以下建議：（1）教師宜重視運用教學設備及教學用具，以補教學環境之限制，提昇學習效果；（2）在混齡教學中，教師宜以基礎與進階課程混合設計教學大綱，以兼顧不同年齡層的學生；（3）宜重視師資培訓與教學觀摩；（4）家長宜積極參與親子共讀活動；（5）兒童學習應循序漸進、順其自然；（6）宜積極推廣兒童讀經教育並加強宣傳，使讀經班課程資訊能廣為流通；（7）宜多辦理品格教育研習活動，擴展讀經課程設計，而不僅侷限於語文教學；（8）政府及民間宜相互合作，積極推廣兒童讀經活動。以上可供兒童讀經教育推廣機構、志工老師、參與讀經活動之學生家長，以及未來研究作為參考。

關鍵字

兒童讀經班 ； 品格教育 ； 道德認知 ； 道德感受 ； 道德行動 ； 閱讀

並列摘要

This study aims to investigate the effects of children's classical reading classes on the character development of elementary school students. Character is reflected in the goodness of thought and the conscious mind. Whether the Western virtue ethics in Greek philosophy, modern Kohlberg, Lickona and Noddings's theory of moral education, or the Eastern thought of Confucius and Mencius, all emphasize teaching people the right character and ethics. Thus study uses three dimensions, the moral awareness, moral feeling and moral action and six core values of integrity from past literature, including responsibility, trust, respect, caring, fairness and citizenship, to observe the effects of children's classical reading classes on the character development of elementary school students.
The children's classical reading campaign has been promoted recently in the society of Taiwan. The campaign asks parents and children to read together and hope to learn the wisdom and thought of ancient sages in order to improve children's mental development and initiative. Reading activities can help children develop reading habits, which can not only enhance children's knowledge and understanding of the texts but also help them develop rational thinking skills, self-confidence and positive attitude towards life. These are also emphasized in character education. Therefore, this study uses children's classical reading classes as a case to explore its impact on the shaping of good character of elementary school students.
This study uses surveys and depth interviews to collect data. It uses a purposive sampling method to select children's classical reading classes under the Chong-De Guang-Hui Global Promotion Center for Classical Education in Taoyuan County. The main results are as follows:
1. The character development:
Overall, this study finds that children's classical reading education has positive effects on the moral awareness, feelings and actions of the elementary school students. The students perform especially well in the indicators of "care" and "civic responsibility". However, in "fair" and "responsibility", they still need the guidance of teachers to further establish these character features.
2. The teaching materials:
The content of classical reading course is determined by the actual situation of each class. As there are new and old students of different ages in a class, teachers often use new and old curricula and combine different levels of teaching materials. Volunteer teachers often recite classical texts in classes, but will also encourage children to actively participate in class activities. In small, mixed age classes with low teacher-student ratio, teachers can better counsel students through frequent interaction to reduce children's learning differences. Classical reading classes also hold outdoor family activities each semester to promote mutual friendship. Through group activities, children can interact with students of different ages to learn brotherhood.
3. Learning situations of students:
After receiving classical reading education, children's schoolwork quality and attention to learning have improved, and their interaction which teachers and classmates have increased. Parents participating in reading activities also have developed closer parent-child relationships. Although most parents accompany their children to reading classes, relatively fewer parents help their children review class materials.
4. Viewpoints of parents and teachers on classical reading education:
Many parents and volunteer teachers mentioned the importance of teaching by example. They also urge themselves to become role models for children. Most parents and volunteer teachers express willingness to continue to participate in relevant courses, and consider it worthwhile to promote children's classical reading activities.
Parents also hope that teachers can use music, picture cards or other teaching materials to attract children's attention. Moreover, they hope that teachers can offer explanation on class themes to help older students better understand the text. Volunteer teachers, however, mention that parents need to actively participate in reading activities, and hope to have more government resources and public support, so more people have access to and understand the importance of children's classical reading education.
Based on the above findings, this study makes the following recommendations: (1) teachers should make better use of teaching equipment and tools to complement the limitation of teaching environment to enhance learning effects; (2) in mixed age classes, teachers should adopt both basic and advanced teaching materials and design mixed curricula to accommodate students of different ages; (3) promotion organizations should emphasize more on teacher training and experience sharing; (4) parents should be actively involved in children's classical reading activities; (5) children's learning process should progress timely and naturally; (6) promotion organizations should actively promote children's classical reading education and emphasize publicity, so relevant information can be widely circulated; (7) there should be more character education learning activities and expansion of reading curriculum design not limited to language; (8) government and civil society should cooperate with each other to actively promote children's classical reading activities.

並列關鍵字

children's classical reading classes ； character education ； moral awareness ； moral feeling ； moral action ； reading

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