教師品德教學實踐之自我敘事探究

A Self Narrative Inquiry on a Teacher's Character and Moral Teaching

徐瑩珊(Yin-Shan Hsu)

指導教授 ： 洪志成

國立中正大學/教育學院/教育學研究所/碩士(2015年)

摘要

在學校生活中，學生每天都要進行學校環境的清掃服務工作，這也被視為潛在課程的一環，學生透過環境清掃的實際服務經驗，學習負責與合作、尊重與關懷、還有包容與付出的品德學習機會，由此可見學校清掃工作是國小學生極具挑戰性，也確可進行品德學習的方式。本研究中，探究教師在陪伴學生進行廁所清掃工作與實施「廁所遍地是黃金」課程教學的歷程；瞭解透過品德教育課程實施過程中，學生品德行為價值型塑與教師的品德教學實踐情形；探析教師自身在進行相關教學活動時，內心蘊藏對品德教育的教學信念、自我教學效能與教學價值。
本研究課程進行期程約二年，研究方法係採自我敘說方式，所得研究結論和省思如下:
一、 教師在品德教學歷程中應深刻體認自己的「教師角色」，在班級經營中若能掌握品德教學時機(學校清掃工作)，發展班級乃至學校的關懷環境，鼓勵學生形成合作支持關係；且教師品德教學實施因教師信念而變化，品德課程教學與評量方式宜多元而有彈性，進而提升學學生品德學習成效。
二、 教師對自我效能的預期與對學生的品德學習期待，影響教師教學選擇與決定，並能展現「相互調適」之課程多元與彈性實施觀點，是促使教師改變教學方法與教學專業成長的動力來源，進而啟發學生品德學習潛能與成效。
三、 學術理論與教學實踐之間的辯證探究有助於提升教師教學實踐能力，激發課程潛力與教師教學轉化，學生獲得有意義的學習價值，進而能實現自己的教學價值。
教師對自己的教學角色與教學價值的看待，能加深教師品德教學信念，促進品德教學行為，並激發品德專業知能的精進成長，更有助於提升了教學效能感，進而延續教學熱忱，實踐最高教學價值。然而教師對「清掃工作」與「學生品德學習」的價值看待，以及「獎勵」與「公平」在品德教學中的價值討論與釐清，可能因教師教學信念與教學價值不同，而進行不同的品德教學實踐，進而可能產生不同的學生品德學習價值，故幫助教師澄清品德教學信念，有助於教師轉化「學生學習價值」與「理想教學目標」的教學實踐，促使實現品德教學價值。

關鍵字

服務學習 ； 教學價值 ； 教學信念 ； 教學實踐 ； 品德教學

並列摘要

Students have to do cleaning works in their daily lives in school. It is also seen as kind of hidden curriculum. Students have opportunities to learn how to take responsibility, cooperation, respect, caring, toleration and devotion of character and moral education. Therefore, school cleaning work is full of challenge and implies that the best way to promote character and moral education. In this research, the schoolteacher guides students to do cleaning work with the course of “Treasure in toilet!” This topic helps teachers exploring the teaching process and understanding how students shaped their character and moral behavior. The study provides an analysis of researcher’s belief in teaching of character and moral education, teaching self-efficacy and values.
This study has been carried out about two years by using self-narrative method. The main findings and reflection are as follow:
A. teachers should deeply realize their “roles" in doing character and moral education. Teachers should control teaching timing (the cleaning work of school) in their classroom management, developing the caring environment from classroom to school, and encouraging students to cooperate with each other. Teachers might be changed the teaching methods by their belief to promote the effects of students’ character and moral education. In addition, teaching and assessment should be multiple and flexible.
B. The expectations from teacher’s self-efficacy and students’ learning in character and moral education will influence teachers’ teaching selections and decisions. It also shows that the multiple courses and flexible implementation to express teachers’ views of “mutual adaptation” which change their teaching methods and to motivate their professional development. Moreover, teachers improve students’ potential learning in character and moral education.
C. The dialectic inquiry between academic theory and teaching practice help to improve teachers’ practical abilities and stimulate teachers to do their teaching transformation. Therefore, teachers make students gain meaningful learning values and then to accomplish their teaching values.
How do teachers regard their role ands teaching values will enhance their believes and behavior in teaching character and moral education. It also inspires teachers’ professional development, promotes teaching efficacy, then inspire their teaching enthusiasm. However, the values of cleaning work, students’ character and moral education, the award and fairness might do different practices according to their teaching believes and values. Therefore, students may have character and moral learning values. This study helps teacher to clarify their teaching believes, transforming students’ learning values and ideal teaching aims in order to promote the high values of character and moral education.

並列關鍵字

Teaching Belief ； Teaching Practice ； Character and Moral Education ； Teaching Values ； Service Learning

參考文獻

王文科、王智弘（2010）。質的研究的信度和效度。彰化師大教育學報，17，29-50。

朱苑瑜、葉玉珠（2003）。實習教師信念改變的影響因素之探討。師大學報：教育類，48（1），41-66。

李琪明（2003）。德行取向之品德教育理論與實踐。哲學與文化，351 ，153-174。

林佩璇（2000）。行動研究的知識宣稱—教師實踐知識。國立臺北師範學院學報，15，189～210

莊淑琴（2002）。國小教師數學教學信念之研究。臺東師院學報，13，201-232。