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

An Action Research on Adapting Picture Books to Adopting Second-grade Character Education for “Respect” and “Caring”

吳淑惠(SHU-HUEI WU)

指導教授 ： 鄭勝耀

國立中正大學/教育學院/教育學研究所/碩士(2015年)

摘要

本研究係採行動研究法，以幸福國小（化名）二年級童話班（化名）26名學生為研究參與者，並聚焦於觀察4名焦點參與者，依據情境分析結果，研擬出運用繪本實施以「尊重」、「關懷」為例之品格教育課程方案，以欣賞與肯定自己、容忍與接納異己、對待他人要將心比心、多讚美不嘲笑、接納並珍愛自己、對家人表達感謝、對他人表達關心、用行動幫助他人為八項行為目標，並於課程實施後，評鑑課程方案之實施成效。
本研究實施時間自103年11月至104年5月止，每週1節，共計16週，透過觀察記錄、教學省思、學習單、訪談記錄、學生行為紀錄單、科任教師及家長回饋等資料進行蒐集與分析。
本研究結論如下：
一、透過情境分析，發現研究班級學生在「尊重」與「關懷」兩方面均有尚待努力與進步空間，需加強實踐動力，具有實施品格教育之必要性。
二、依循教育性、兒童性、趣味性及傳達性等原則選取繪本教材，設計以尊重、關懷人我為學習目標之品格教育課程方案。
三、融合五E教學模式實施尊重與關懷品格教育課程方案，並經兩循環教學調整與修正，可引導學生循序漸進學習，達成學習目標。
四、運用繪本實施尊重與關懷品格教育課程，提升學生尊重、關懷人我之學習成效，獲得協同合作教師、家長與學生之肯定。
（一)在學生學習成效上，學生在尊重與關懷的道德認知、情感與實踐均反映出正向之學習成效，惟焦點參與者是否因認同情感而付諸實踐，仍存有差異。
（二)在教師教學成效上，透過研究文件分析回饋教學成效良好，能兼顧學生學習興趣，並建立親師教育合夥人關係。
最後，依據上述研究結果，對品格教育課程提出相關建議，供未來研究方向及教師教學之參考。

關鍵字

尊重 ； 品格教育 ； 繪本 ； 關懷

並列摘要

In this study, the principal investigator adopts the method of action research to slove the teaching problems. The participants include 26 students in the second-grade at Happy Elementary School (alias). The researcher focuses on observing four targeted participants. Based on the resserching results, character education course plans for “respect” and “caring” adopting picture books for implementation are formulated. The eight behavioral goals cover appreciating and affirming oneself, tolerating and accepting others, treating others with care, emphasizing praise over belittling, accepting and cherishing oneself, expressing appreciation toward family, expressing concern for others, and helping others with action. After the courses are implemented, the researcher assesses the effectiveness of their implementation.
The period of this study is from November 2014 to May 2015. Every two tweeks has one particular topic. Totally 16 weeks are included. The reseacher collects and analyzes data from observation records, teaching reflections, learning sheets, interview records, student behavior records, and feedback from subject teachers and parents.
The findings of this study are as follows:
1. The research findings reveal that the students in the targeted class required further effort and had progress in “respect” and “caring.” The force of implementation must be strengthened. Character education must be implemented.
2. Picture bookt should include educational, for children, fun, and communicable are selected to design character education course plans with respect and caring for others and oneself as learning goals.
3. The Five E teaching model is merged to implement the character education course plans for respect and caring. Adjustments and corrections are made over two cycles of teaching. These plans can guide students to learn gradually and achieving learning goals.
4. Picture books are used to implement character education courses for respect and caring, increasing the effectiveness of learning to respect and care for others and oneself in students and gaining the affirmation of the collaborating teachers, parents, and students.
(1) Regarding students’ learning effectiveness, the students exhibited positive learning effectiveness in moral cognition, emotion, and practice in the dimensions of respect and caring. However, the targeted participants differ in whether they put these into practice because they might connect to the emotions with teachers.
(2) Regarding teachers’ learning effectiveness, document analysis of the feedback indicate that teaching effectiveness is strong. Students’ interest in learning is fostered while simultaneously establishing educational partnerships between parents and teachers.
Finally, based on the above results, the researcher proposes recommendations for character education courses for reference in future research and education.

並列關鍵字

respect ； character education ； picture books ； caring

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